EAI Endorsed Transactions on e-Learning 17(15): e3

Research Article

Effects of using learners’ produced screencast as worked examples in learning

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  • @ARTICLE{10.4108/eai.29-11-2017.153390,
        author={I. Yang and B. T. Lau},
        title={Effects of using learners’ produced screencast as worked examples in learning},
        journal={EAI Endorsed Transactions on e-Learning},
        volume={17},
        number={15},
        publisher={EAI},
        journal_a={EL},
        year={2017},
        month={11},
        keywords={Cognitive load, worked examples, screencast, problem solving},
        doi={10.4108/eai.29-11-2017.153390}
    }
    
  • I. Yang
    B. T. Lau
    Year: 2017
    Effects of using learners’ produced screencast as worked examples in learning
    EL
    EAI
    DOI: 10.4108/eai.29-11-2017.153390
I. Yang1, B. T. Lau1
  • 1: Faculty of Engineering, Computing and Science, Swinburne University of Technology Sarawak Campus, Malaysia

Abstract

In this study, we compared the effect of learning by worked example and the cognitive load imposed by learner creating or using screencast in three conditions; studying worked examples (USER), example-problem pairs (PRUS) and problem solving (PRODUCE) in learning calculus problems. Our results showed a significant difference in transferring test performance and effectiveness between PRUS and USER conditions for the difficult questions while there was no significant difference for moderate and easy questions, in the three learning conditions. Moreover, our findings also showed no significant difference in cognitive load imposed between the three learning conditions with different levels of difficulty either during learning phase or testing phase. In conclusion, combination of studying worked examples with problem solving is more superior than studying worked examples alone when learning difficult concepts through screencast.