School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland.
Insight Centre for Data Analytics, University College Dublin, Dublin, Ireland.
PLoS One. 2023 Apr 14;18(4):e0284133. doi: 10.1371/journal.pone.0284133. eCollection 2023.
The objective of this study was to utilise web log analysis to evaluate the relationship between University students' engagement (e.g., watch time) and the characteristics of a catalogue of multimedia lectures, including their duration, the speaking rate of the narrator and the extent to which they implemented certain principles from Mayer's Cognitive Theory of Multimedia Learning (CTML). Fifty-six multimedia lectures covering topics related to healthcare (e.g., anatomy, physiology and clinical assessment) were developed to differentially employ the image/embodiment, redundancy, segmentation and signalling principles from the CTML. These lectures were delivered to multiple cohorts of students throughout an academic semester. Student watch time was evaluated using the meta-usage data provided by YouTube studio. The multimedia lectures were viewed 4338 times (mean = 35 views per lecture; 27 unique viewers per lecture). Generalised estimating equations revealed that videos that were segmented into shorter chunks, that incorporated signals to highlight important information for students and during which captions were toggled 'off' by students were associated with longer watch times (P < 0.05). Additionally, watch time diminished for videos placed later in a sequence based on the audience retention metric. When designing multimedia lectures, instructors should be encouraged to use on screen labels to highlight important information, segment learning material into shorter 'chunks' and incorporate a dynamic instructor on screen at regular intervals displaying high embodiment. If several videos are to be delivered to students as part of a learning 'unit', educators should consider placing the most important learning material earlier in the sequence.
本研究旨在利用网络日志分析评估大学生参与度（例如，观看时间）与一系列多媒体讲座特征之间的关系，这些特征包括讲座时长、讲述者语速以及其在多大程度上应用了 Mayer 的多媒体学习认知理论（CTML）中的某些原则。我们开发了涵盖与医疗保健相关主题（如解剖学、生理学和临床评估）的 56 个多媒体讲座，以差异化地应用 CTML 中的表象/具体化、冗余、分割和信号原则。这些讲座在一个学术学期中向多个学生群体进行了讲授。学生的观看时间使用 YouTube 工作室提供的元使用数据进行评估。这些多媒体讲座被观看了 4338 次（平均每次讲座 35 次观看；每次讲座 27 名独特观众）。广义估计方程显示，分割成较短片段、包含强调学生重要信息的信号以及学生可以切换字幕的视频，与较长的观看时间相关（P<0.05）。此外，根据观众留存指标，在序列中放置的视频位置越靠后，观看时间就会减少。在设计多媒体讲座时，应鼓励教师使用屏幕标签突出重要信息，将学习材料分割成较短的“块”，并定期在屏幕上显示具有高体现性的动态教师。如果要将多个视频作为学习“单元”的一部分提供给学生，教育工作者应考虑将最重要的学习材料放在序列的早期。
