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Experiencing Live Composite Video Lectures: Comparisons with Traditional Lectures and Common Video Lecture Methods

Rosenthal, S; Walker, Z; (2020) Experiencing Live Composite Video Lectures: Comparisons with Traditional Lectures and Common Video Lecture Methods. International Journal for the Scholarship of Teaching and Learning , 14 (1) , Article 8. 10.20429/ijsotl.2020.140108. Green open access

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Abstract

Video compositing can be used to combine images of the instructor and content, which the instructor can monitor in real time. We evaluated the student experience of this “live composite” format in two carefully designed experiments. Results showed the perceived quality of and student preference for live composite lectures is not different from that of traditional lectures. Results also showed the live composite format is superior to voiceover and picture-in-picture formats in terms of attention, positive emotion, experiential attitude, preference, perceived quality, and instructor social presence. The two experiments had similar patterns of results, suggesting the observed effects are robust. Although we found no differences in short-term learning among lecture formats, the live composite method resulted in a better subjective experience for students. Instructors who use online recordings should consider adopting this approach.

Type: Article
Title: Experiencing Live Composite Video Lectures: Comparisons with Traditional Lectures and Common Video Lecture Methods
Open access status: An open access version is available from UCL Discovery
DOI: 10.20429/ijsotl.2020.140108
Publisher version: https://doi.org/10.20429/ijsotl.2020.140108
Language: English
Additional information: This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (https://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords: online learning, learning outcomes, attention, emotion, instructor presence
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10110962
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