International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 8, Issue 3 (March 2021), Pages: 120-129

----------------------------------------------

 Original Research Paper

 Title: The effect of the number of hints accompanying content in interactive videos on achieving some learning outcomes for female students in Hail schools

 Author(s): Sulayman Nasser Althwaini 1, *, Shawky Mohamed Mahmoud 2

 Affiliation(s):

 1Department of Curriculum and Instruction, University of Ha’il, Ha'il City, Saudi Arabia
 2Department of Computer Systems, Community College, University of Ha’il, Ha’il, Saudi Arabia

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-5241-821X

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2021.03.015

 Abstract:

The aim of this study was to investigate the effects of the number of visual hints accompanying the educational content in the interactive video clips on the achievement of some learning outcomes among students of the second intermediate grade in the Ha’il region. Sixty students participated in this study and were divided into three groups and studied according to three scenarios, respectively, interactive videos without a hint, visual hints with color, visual hints with color and arrows. The results showed that a group that studied by color and hint got more results and improvements than a group that studied without a hint and visual hint with color and arrows group. This study recommended the necessity of working on the design and use of interactive video clips based on the use of visual hints in different courses, working on training teachers on how to use videos and employing them correctly, and working on conducting more research studies on the effectiveness and impact of using visual hints accompanying the interactive videos in teaching other courses. 

 © 2021 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Visual hints, Interactive video programs, Achievement, Learning outcomes, Intermediate school students, Ajyal Hail school

 Article History: Received 12 August 2020, Received in revised form 11 November 2020, Accepted 28 November 2020

 Acknowledgment:

The current research was sponsored under project number 160550 by the deanship of scientific research, university of Ha’il.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

  Althwaini SN and Mahmoud SM (2021). The effect of the number of hints accompanying content in interactive videos on achieving some learning outcomes for female students in Hail schools. International Journal of Advanced and Applied Sciences, 8(3): 120-129

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3 Fig. 4 Fig. 5 Fig. 6

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5

----------------------------------------------

 References (18)

  1. Alhagan H (2016). An analytical study of the colors of the teaching aids produced by kindergarten teachers and their relationship to the preference of colors for kindergarten children. Children Journal, Cairo University, Cairo, Egypt.   [Google Scholar]
  2. Altakhaineh ARM, Mahmoud H, and Abukhater AY (2020). The effectiveness of using colors in L1 and L2 vocabulary development of autistic children. Advances in Autism, 6(3): 215-226. https://doi.org/10.1108/AIA-10-2019-0032   [Google Scholar]
  3. Amarin N and Al-Saleh AAS (2020). The effect of color use in designing instructional aids on learners’ academic performance. Journal of E-Learning and Knowledge Society, 16(2): 42-50.   [Google Scholar]
  4. Angeli C and Tsaggari A (2016). Examining the effects of learning in dyads with computer-based multimedia on third-grade students' performance in history. Computers and Education, 92: 171-180. https://doi.org/10.1016/j.compedu.2015.10.015   [Google Scholar]
  5. Bétrancourt M (2005). The animation and interactivity principles in multimedia learning. In: Mayer R and Mayer RE (Eds.), The Cambridge handbook of multimedia learning: 287-296. Cambridge University Press, Cambridge, UK. https://doi.org/10.1017/CBO9780511816819.019   [Google Scholar]
  6. Bonafini FC (2017). The effects of participants' engagement with videos and forums in a MOOC for teachers' professional development. Open Praxis, 9(4): 433-447. https://doi.org/10.5944/openpraxis.9.4.637   [Google Scholar]
  7. Bulu ST and Pedersen S (2010). Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. Educational Technology Research and Development, 58(5): 507-529. https://doi.org/10.1007/s11423-010-9150-9   [Google Scholar]
  8. Chen YC (2015). Linking learning styles and learning on mobile Facebook. International Review of Research in Open and Distributed Learning, 16(2): 94-114. https://doi.org/10.19173/irrodl.v16i2.2038   [Google Scholar]
  9. Geigle BA (2014). How color coding formulaic writing enhances organization: A qualitative approach for measuring student affect. M.Sc. Thesis, Humphreys College, California, USA.   [Google Scholar]
  10. Jae H (2019). The effectiveness of closed caption videos in classrooms: Objective versus subjective assessments. Journal of Instructional Pedagogies, 22: 1-8.   [Google Scholar]
  11. Kim YSG (2016). Do live versus audio-recorded narrative stimuli influence young children's narrative comprehension and retell quality? Language, Speech, and Hearing Services in Schools, 47(1): 77-86. https://doi.org/10.1044/2015_LSHSS-15-0027   [Google Scholar] PMid:26795297
  12. Kuzu A, Akbulut Y, and Sahin MC (2007). Application of multimedia design principles to visuals used in course-books: An evaluation tool. TOJET: The Turkish Online Journal of Educational Technology, 6(2): 8-14.   [Google Scholar]
  13. Mahdi HS (2017). The use of keyword video captioning on vocabulary learning through mobile-assisted language learning. International Journal of English linguistics, 7(4): 1-7. https://doi.org/10.5539/ijel.v7n4p1   [Google Scholar]
  14. Plass JL, Heidig S, Hayward EO, Homer BD, and Um E (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29: 128-140. https://doi.org/10.1016/j.learninstruc.2013.02.006   [Google Scholar]
  15. Sharp KA and Purdum KL (2019). Revitalizing elementary social studies using informational texts. In the Annual Conference of the Tennessee Council for the Social Studies, Gatlinburg, USA: 1-9.   [Google Scholar]
  16. Wang S and Kelly W (2017). Video-based big data analytics in cyber learning. Journal of Learning Analytics, 4(2): 36-46. https://doi.org/10.18608/jla.2017.42.5   [Google Scholar]
  17. Yildirim M and Caz C (2018). Analysis of socialization situations via sport-based physical activity among students at a school of physical education and sports. European Journal of Educational Research, 7(4): 999-1010. https://doi.org/10.12973/eu-jer.7.4.999   [Google Scholar]
  18. Zeglen E and Rosendale J (2018). Increasing online information retention: Analyzing the effects. Journal of Open, Flexible, and Distance Learning, 22(1): 22-33.   [Google Scholar]