A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Storifying Instructional Videos on Online Credibility Evaluation : Examining Engagement and Learning (2024)
Anttonen, R., Kiili, K., Räikkönen, E., & Kiili, C. (2024). Storifying Instructional Videos on Online Credibility Evaluation : Examining Engagement and Learning. Computers in Human Behavior, 161, Article 108385. https://doi.org/10.1016/j.chb.2024.108385
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Anttonen, Riikka; Kiili, Kristian; Räikkönen, Eija; Kiili, Carita
Lehti tai sarja: Computers in Human Behavior
ISSN: 0747-5632
eISSN: 1873-7692
Julkaisuvuosi: 2024
Ilmestymispäivä: 02.08.2024
Volyymi: 161
Artikkelinumero: 108385
Kustantaja: Elsevier
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1016/j.chb.2024.108385
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/96591
Julkaisu on rinnakkaistallennettu: https://trepo.tuni.fi/handle/10024/159705
Tiivistelmä
This study used video-based instruction to promote adolescents' online credibility evaluation skills and to examine whether storification of instructional videos can maintain students' situational interest and positive activating epistemic emotions during a four-lesson intervention better than non-storified instructional videos. The study also investigated whether storified instruction can enhance students' learning of online credibility evaluation skills better than non-storified instruction. The learning content of the videos was equivalent, differing only in terms of storification. Students participated in either a non-storified (n = 135) or storified (n = 115) video-based instruction (4 x 45-min lesson). In each of the first three lessons, students watched an instructional video explaining one credibility evaluation strategy. In the fourth lesson, the video introduced a case requiring students to apply the taught strategies. After watching the video, students' situational interest and positive activating epistemic emotions (i.e., curiosity and excitement) were measured. Then, students practiced the taught strategies with learning tasks. Students' credibility evaluation skills were measured before and after the intervention with an online credibility evaluation task. The latent growth curve model showed that non-storified and storified videos similarly maintained students' situational interest. No decline was observed. However, a small decline in positive activating epistemic emotions was observed in both instructional conditions. Students' credibility evaluation skills improved equally across instructions. The results underline that professionally produced videos following several multimedia design principles can trigger and maintain situational interest and enhance students’ online credibility evaluation skills without the need to incorporate additional storified elements.
YSO-asiasanat: medialukutaito; nuoret; narratiivisuus; käyttöohjeet; opetusmateriaali; uskottavuus; arviointi; motivointi; emotionaalisuus
Vapaat asiasanat: online evaluation; credibility evaluation; instructional videos; multimedia learning; emotional design; situational interest
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2024
Alustava JUFO-taso: 3
