The Effects of Captioning Videos on Academic Achievement and Motivation Reconsideration of Redundancy Principle in Instructional Videos

OpenAlex İngilizce

Introduction As advances in educational technology can be of considerable benefit, they may inhibit rather than facilitate learning unless they are adapted to the human cognitive system (Leslie, Low, Jin, & Sweller, 2012). To achieve such an adaptation, it is required in educational settings to convey instructional messages to students effectively. The instructional messages can be communicated audibly and/or visually to the students (Kalyuga, 2012) by means of interactive multimedia that presents instructional materials in various combinations of on-screen texts, images, video, audio, and animation (Adesope & Nesbit, 2012). Many instructional designers frequently suggest that both audible and visual presentation of the same verbal information is likely to enhance learning. However, theoretically speaking, it is claimed that if students are provided with spoken and written texts simultaneously, the working memory will be overloaded (Kalyuga, Chandler, & Sweller, 2004; Sweller, Merrienboer, & Paas, 1998). This is called the in the related literature. The majority of studies on the redundancy effect used spoken-written presentations (i.e., audiobooks, lectures added spoken-written narrations by instructors, as well as subtitled television programs/videos) (Adesope & Nesbit, 2012). Multimedia spoken-written presentations can be classified according to whether they have streaming or not. This streaming feature provides more interactivity to presented content compared to other educational presentations (Hartsell & Yuen, 2006). Thus, they help in understanding complex concepts and procedures that cannot be explained in a simple way with text and graphics (Klass, 2003). Instructional videos and TV programs can be given as examples of Ml streaming formats in which educational content is entirely presented to students as full streams. Other presentation formats (i.e., animation and audiobooks but not videos and TV programs) can be given as examples of non-streaming or partial streaming formats. The partial streaming format contains at least one clip. In the literature on the redundancy effect, few studies have investigated Ml streaming presentations such as instructional videos (e.g., Adegoke, 2010; Jadin, Gruber, & Batinic, 2009; Linebarger, 2001; Perez, Van Den Noortgate, & Desmet, 2013; Yuksel & Tanriverdi, 2009; Winke, Gass, & Sydorenko, 2010). However, there are many studies that reported on educational non-streaming or partial streaming presentations such as animation and concurrent narration, spoken narration with the printed text and documents consisting of diagrams and spoken information (e.g., Mousavi, Low, & Sweller, 1995; Mayer, Heiser, & Lonn, 2001; Moreno & Mayer, 2002; Craig, Gholson, & Driscoll, 2002; Craig, Driscoll, & Gholson, 2004; Kalyuga et al., 2004; Chu, 2006; Jamet & Le Bohec, 2007; Diao & Sweller, 2007; Diao, Chandler, & Sweller, 2007; Gerjets, Scheiter, Opfermannd, Hesse, & Eysink, 2009; Rias & Zaman, 2010; Montali & Lewandowski, 1996; McNeill, 2004; Debuse, Hede, & Lawley, 2009; Chang, Lei, & Tseng, 2011; Samur, 2012; Schuler, Scheiter, & Gerjets, 2013; Mayer & Johnson, 2008, Ari et al., 2014). Hence, more studies are needed with instructional videos examined in reference to the redundancy effect. In addition, Mayer, Lee, and Peebles (2014) suggested that more comprehensive studies should be carried out to determine whether captioned instructional videos contribute to student learning. Therefore, this study compared teaching with a captioned instructional video with teaching with a non-captioned instructional video by taking the redundancy effect into consideration. Instructional videos Instructional videos can be described as powerful media that can provide narrative visualization and engage multiple senses of the students simultaneously (Palmer, 2007). …