Search

The purpose of this study was to explore the impact of film forms for MOOC learners on learning recall, flow experience, attention and relaxation. The experimental videos were adapted from a TaiwanLIFE MOOC Digital Content Production, and all videos were redesigned according to the research needs. Seventy-one university students in southern Taiwan were voluntarily recruited as participants, and they were randomly assigned into one of the two groups with different film design (the descriptive-style film or the narrative-style film). Participants were asked to watch the film and complete the survey. The findings showed that significant differences existed between two groups: 1) the video recorded with the narrative approach benefited recall and flow experience, and 2) learners who watched the video designed with the descriptive strategy got significantly higher level of relaxation. The study found that the narrativestyle film afforded to create situational learning contexts, which made learning practical and kept learners focused and enjoyed. These results would serve as a reference for future work on MOOC video or online instructional video design.

The purpose of this study was to explore the impact of the camera shot and background design in MOOC videos on university students’ recall and flow experience (including clear goals, unambiguous feedback, concentration on task, sense of control, action-awareness merging, loss of self- conscious, altered sense of time, telepresence and positive affect). Ninety-eight university students in southern Taiwan were voluntarily recruited as participants and randomly assigned into four groups with different video design: 1) Single camera with head-on frontal view and the informal lab as the background, 2) single camera with three-quarter shots and the informal lab as the background, 3) two cameras with alternating full and three-quarter frontal shots and the informal lab as the background, 4) single camera with head-on frontal view and the blue screen as the background. Participants were asked to watch the video and complete survey. The findings showed that significant differences existed among groups on both learner achievement and flow experience. We found that 1) the video recorded by two cameras with alternating shot benefited recalling, and 2) the video recorded by a single camera with three-quarter shots and the informal lab as the background benefited learner sense of control. The superiority of these two types of videos shows learners’ cognitive and attitudinal preference of camera shot design for MOOCs. These results could serve as a reference for future work on MOOC video or online instructional video design.

This study aimed to explore the impact of age and adaptive design on elementary students’reading of e-books. This study was a two-way experimental design where the first factor was learner age (4th and 5th grade) and the second factor was e-book adaptive design (adaptive, non-adaptive visual, non-adaptive verbal). The e-books used in this study targeted six major classes of nutrients as content. This study was guided by the following question: Is there any interaction between age and e-book adaptive design on learning achievement (recall and transfer) and learning motivation (attention, relevance and confidence)? A sample of one hundred 4th and 5th graders participated in the study, and participants were randomly assigned into one of three groups. They were asked to do a pre-test first, and then they read their assigned e-books for twenty minutes. After they finished reading, they were given a post-test. The results showed significant interactions between age and the e-book adaptive design. For the 4th graders, the adaptive e-book group worked best in recall, transfer and attention scores. For the 5th graders, there was no significant difference among these three e-book designs. This revealed that the adaptive design is more critical for younger children. This study hoped to broaden theories on multimedia learning for young learners and serve as a reference for elementary school teachers and e-book designers.