top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 13 October 2024

Exploring the Role of Educational Videos in Teacher Training: Usability, Satisfaction, and Pedagogical Intentions

Vasileios Neofotistos, Eleni Mavropoulou, Christos Stergiou, Sofia Aslanidou, Andreas Oikonomou

University of Macedonia, Aristotle University of Thessaloniki, ASPETE

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.07.04.252

Pages: 71-82

Keywords: Educational Videos, Teacher Training, Digital Literacy, Multimodal Learning, Video-Based Learning (VBL)

Abstract

The rapid evolution of technology in the digital age has led to its widespread adoption in daily life, which has significantly influenced many sectors, including education. A total of 145 students were enrolled in this study conducted in The Higher School of Pedagogical and Technological Education’s (ASPETE) Educational Technology and Multimedia course. The course included both theoretical and practical components, with students creating and utilising digital videos. A structured questionnaire with multiple evaluative variables was used to collect data on students' experiences and perceptions regarding the creation and use of educational videos. The findings clearly demonstrate that future educators intend to incorporate educational videos into their teaching practices. This highlights the necessity for teacher training programs to incorporate digital literacy and multimedia tools into their curriculum. The analysis conducted using Jamovi 2.3.18 revealed a significant positive correlation between usability, satisfaction, and the intention to use videos. This study will highlight the satisfaction of the future educators who participated in this process concerning of educational videos in enhancing learning experiences and provide insight into their effectiveness in modern pedagogical practices. It will advocate their inclusion in teacher education programs.

References

  1. Barton, G., & Ryan, M. (2014). Multimodal approaches to reflective teaching and assessment in higher education. Higher Education Research & Development, 33(3), 409-424.

  2. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293-332.

  3. Guichon, N., & Cohen, C. (2016). Multimodality and CALL. In The Routledge handbook of language learning and technology (pp. 509-521). Routledge.

  4. Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). https://pubs.lib.umn.edu/index.php/mslt/article/download/758/763/1007

  5. Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., ... & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub.

  6. Kanwar, Asha &Uvalić-Trumbić, Stamenka& Butcher, Neil. (2011). A Basic Guide to Open Educational Resources (OER).

  7. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70. https://www.learntechlib.org/p/29544/article_29544.pdf

  8. Kress, G. R., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. (NoTitle).

  9. Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Press.

  10. Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and instruction, 13(2), 125-139. http://stc.huji.ac.il/thj/articles_tj/articles_english/Learning%20and%20Instruction%2013_2%20(2003)/The%20promise%20of%20multimedia%20learning%20using%20the%20same%20instructional%20design%20methods%20across.pdf

  11. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22, 123-138.

  12. UNESCO. (2012). 2012 Paris OER Declaration. Statement made at the World Open Educational Resources (OER) Congress, UNESCO, Paris.

  13. UNESCO. (2002). Forum on the impact of open courseware for higher education in developing countries: Final report. Paris, France: UNESCO.

  14. United Nations Educational, Scientific, and Cultural Organization. (2002). Forum on the impact of open courseware for higher education in developing countries. Final report.

  15. Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp. 112-119). https://personales.upv.es/thinkmind/dl/conferences/elml/elml_2014/elml_2014_5_30_50050.pdf

  16. Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information &management, 43(1), 15-27. https://www.sciencedirect.com/science/article/abs/pii/S0378720605000170

bottom of page