Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes
The increasing use of instructional videos in educational settings has emphasized the need for a deeper understanding of their design requirements. This study investigates the impact of virtual backgrounds in educational videos on students' visual information processing and learning outcomes. ...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Bern Open Publishing
2023-10-01
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| Series: | Journal of Eye Movement Research |
| Subjects: | |
| Online Access: | https://bop.unibe.ch/JEMR/article/view/9763 |
| _version_ | 1827789588146421760 |
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| author | Leen Catrysse Andrienne Kerckhoffs Halszka Jarodzka |
| author_facet | Leen Catrysse Andrienne Kerckhoffs Halszka Jarodzka |
| author_sort | Leen Catrysse |
| collection | DOAJ |
| description |
The increasing use of instructional videos in educational settings has emphasized the need for a deeper understanding of their design requirements. This study investigates the impact of virtual backgrounds in educational videos on students' visual information processing and learning outcomes. Participants aged 14-17 (N=47) were randomly assigned to one of three conditions: a video with a neutral, authentic, or off-topic background. Their prior knowledge and working memory capacity (WMC) were measured before watching the video, and eye tracking data was collected during the viewing. Learning outcomes and student experiences were assessed after viewing. The eye tracking data revealed that a neutral background was the least distracting, allowing students to pay better attention to relevant parts of the video. Students found the off-topic background most distracting, but the negative effect on learning outcomes was not statistically significant. In contrast to expectations, no positive effect was observed for the authentic background. Furthermore, WMC had a significant impact on visual information processing and learning outcomes. These findings suggest that educators should consider using neutral backgrounds in educational videos, particularly for learners with lower WMC. Consequently, this research underscores the significance of careful design considerations in the creation of instructional videos.
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| first_indexed | 2024-03-11T17:20:52Z |
| format | Article |
| id | doaj.art-bdb1afcfddd44b638f83b4b59e8a8a11 |
| institution | Directory Open Access Journal |
| issn | 1995-8692 |
| language | English |
| last_indexed | 2024-03-11T17:20:52Z |
| publishDate | 2023-10-01 |
| publisher | Bern Open Publishing |
| record_format | Article |
| series | Journal of Eye Movement Research |
| spelling | doaj.art-bdb1afcfddd44b638f83b4b59e8a8a112023-10-19T12:10:16ZengBern Open PublishingJournal of Eye Movement Research1995-86922023-10-0116310.16910/jemr.16.3.4Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomesLeen Catrysse0Andrienne Kerckhoffs1Halszka Jarodzka2Open UniversiteitOpen UniversiteitOpen Universiteit The increasing use of instructional videos in educational settings has emphasized the need for a deeper understanding of their design requirements. This study investigates the impact of virtual backgrounds in educational videos on students' visual information processing and learning outcomes. Participants aged 14-17 (N=47) were randomly assigned to one of three conditions: a video with a neutral, authentic, or off-topic background. Their prior knowledge and working memory capacity (WMC) were measured before watching the video, and eye tracking data was collected during the viewing. Learning outcomes and student experiences were assessed after viewing. The eye tracking data revealed that a neutral background was the least distracting, allowing students to pay better attention to relevant parts of the video. Students found the off-topic background most distracting, but the negative effect on learning outcomes was not statistically significant. In contrast to expectations, no positive effect was observed for the authentic background. Furthermore, WMC had a significant impact on visual information processing and learning outcomes. These findings suggest that educators should consider using neutral backgrounds in educational videos, particularly for learners with lower WMC. Consequently, this research underscores the significance of careful design considerations in the creation of instructional videos. https://bop.unibe.ch/JEMR/article/view/9763educationinstructional videomultimediaeye trackingvirtual backgroundworking memory capacity |
| spellingShingle | Leen Catrysse Andrienne Kerckhoffs Halszka Jarodzka Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes Journal of Eye Movement Research education instructional video multimedia eye tracking virtual background working memory capacity |
| title | Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes |
| title_full | Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes |
| title_fullStr | Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes |
| title_full_unstemmed | Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes |
| title_short | Behind the scenes: Impact of virtual backgrounds in educational videos on visual processing and learning outcomes |
| title_sort | behind the scenes impact of virtual backgrounds in educational videos on visual processing and learning outcomes |
| topic | education instructional video multimedia eye tracking virtual background working memory capacity |
| url | https://bop.unibe.ch/JEMR/article/view/9763 |
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