The Use of Audiovisual Resources as a Learning Tool
Keywords:Learning, Audiovisual resources, Digital teaching resources, Audiovisual didactics, Multimedia presentations, Influence of technology, Experimental method
The general objective of this research is to analyze the learning performance of students on the use of audiovisual resources. In order to fulfill that purpose, this research applied the experimental method from two randomly generated samples of the two groups (virtual classrooms) into which the enrolled students were administratively divided. The results obtained from the experiment show a significant improvement in the students’ learning performance. Finally, the students' perceptions about this didactic tool turned out to be very positive. The use of audiovisual resources in the classroom improves study habits and, consequently, a better academic performance is obtained.
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312
Anderson, R. T., & Neri, L. (2012). Reliability-centered maintenance: Management and engineering methods. Springer Science & Business Media.
Angelini, M. L. (2021). Learning Through Simulations: Ideas for Educational Practitioners. Springer Nature.
Belt, E. S., & Lowenthal, P. R. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3), 410-440. https://doi.org/10.1080/01587919.2021.1954882
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and MtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21.
Bohloko, M., Makatjane, T. J., George, M. J., & Mokuku, T. (2019). Assessing the effectiveness of using YouTube videos in teaching the chemistry of group i and vii elements in a high school in Lesotho. African Journal of Research in Mathematics, Science and Technology Education, 23(1), 75-85. https://doi.org/10.1080/18117295.2019.1593610
Bonsignori, V. (2018). Using films and TV series for ESP teaching: A multimodal perspective. System, 77, 58-69. http://dx.doi.org/10.1016/j.system.2018.01.005
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. https://dx.doi.org/10.1187%2Fcbe.16-03-0125
Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge, Polity Press.
Carroza, C. (2018). Re-conceptualizing social research in the “digital era”. Issues of scholarships, methods, and epistemologies. Análise Social, 53(228), 652-671. https://doi.org/10.31447/as00032573.2018228.05
Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: Efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367-1385. https://doi.org/10.1007/s10639-019-10027-z
Chi, M. T., Kang, S., & Yaghmourian, D. L. (2017). Why students learn more from dialogue-than monologue-videos: Analyses of peer interactions. Journal of the Learning Sciences, 26(1), 10-50. https://doi.org/10.1080/10508406.2016.1204546
Daniels, J., & Thistlethwaite, P. (2016). Being a scholar in the digital era. Polity Press.
Deborah, L., Inger, M., & Pat, T. (2017). The digital academic: Identities, contexts and politics. In The digital academic. Routledge. https://doi.org/10.4324/9781315473611
Ding, L., Cooper, K., Stephens, M., Chi, M., & Brownell, S. (2021). Learning from error episodes in dialogue-videos: The influence of prior knowledge. Australasian Journal of Educational Technology, 37(4), 20-32. https://doi.org/10.14742/ajet.6239
Durlauf, S., & Blume, L. (2016). Behavioural and experimental economics. Springer.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1), 1-24. https://doi.org/10.1186/s41239-021-00289-4
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
Friedman, D., & Sunder, S. (1994). Experimental methods. Cambridge Books.
Fuller, I. C., & France, D. (2016). Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom? Journal of Geography in Higher Education, 40(2), 193-206. https://doi.org/10.1080/03098265.2016.1141186
Gadille, M., Impedovo, M. A., Rémon, J., & Corvasce, C. (2021). Interdependent creativity for learning in a virtual world. Information and Learning Sciences, 122(9/10), 310-628. https://doi.org/10.1108/ILS-02-2020-0038
Gerbaudo, R., Gaspar, R., & Lins, R. G. (2021). Novel online video model for learning information technology based on micro learning and multimedia micro content. Education and Information Technologies. Education and Information Technologies, 26, 5637-5665. https://doi.org/10.1007/s10639-021-10537-9
Ghilay, Y. (2018). Video-Based Learning of Quantitative Courses in Higher Education. Journal of Educational Technology, 15(2), 16-27. http://dx.doi.org/10.26634/jet.15.2.14302
Guimarães, L. M., & Lima, R. D. S. (2021). Active learning application in engineering education: Effect on student performance using repeated measures experimental design. European Journal of Engineering Education, 1-23. https://doi.org/10.1080/03043797.2021.1934406
Gyau, E. B., Osei-Mensah, J., Amonoo, G., & Akowuah, S. (2021). Evaluating the Effectiveness of Teaching Economics at the Senior High School Level. International Journal of Research and Innovation in Social Science, 5(8), 93-103. https://dx.doi.org/10.47772/IJRISS.2021.5806
Hansch, A., McConachie, K., Newman, C., Schmidt, P., C., Hillers, L., & Schildhauer, T. (2015). Video and online learning: Critical reflections and findings from the field. HIIG Discussion Paper, Series No. 2015–02. http://dx.doi.org/10.2139/ssrn.2577882
Harrison, T. (2020). How distance education students perceive the impact of teaching videos on their learning. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 260-276. https://doi.org/10.1080/02680513.2019.1702518
Heilesen, S. B. (2010). What is the academic efficacy of podcasting? Computers & Education, 55(3), 1063-1068. https://doi.org/10.1016/j.compedu.2010.05.002
Helfenstein, A. C., Neis, D. F. B., Souza, E. C., Lemes, F. H., Gonçalves, R. H., & da Silva, R. M. P. (2020). Evaluation of Academic Satisfaction of Graduates from the Ji-Paraná Campus of the Federal University of Rondônia. International Journal of Business Administration, 11(4), 52-66. https://doi.org/10.5430/ijba.v11n4p52
Herreid, C. F. (1997). What is a case. Journal of College Science Teaching, 27(2), 92-94.
Huggett, J. (2019). Resilient scholarship in the digital age. Journal of Computer Applications in Archaeology, 2(1), 105-119. http://dx.doi.org/10.5334/jcaa.25
Ihmeideh, F., & Alkhawaldeh, M. (2017). Teachers’ and parents’ perceptions of the role of technology and digital media in developing child culture in the early years. Children and Youth Services Review, 77, 139-146. https://doi.org/10.1016/j.childyouth.2017.04.013
Iskru, V., & Schulz, J. (2020). How Postgraduate Students Use Video to Help Them Learn. Contemporary Educational Technology, 12(2), 1-8. https://doi.org/10.30935/cedtech/8400
Kagel, J. H., & Roth, A. E. (2020). The Handbook of Experimental Economics (Vol. 2). Princeton University Press.
Karami, A. (2019). Implementing audio-visual materials (videos), as an incidental vocabulary learning strategy, in second/foreign language learners’ vocabulary development: A current review of the most recent research. I-Manager’s Journal on English Language Teaching, 9(2), 60-70. https://doi.org/10.26634/jelt.9.2.15519
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831. http://dx.doi.org/10.1016/j.chb.2012.01.011
Kirkwood, A. (2009). E‐learning: You don’t always get what you hope for. Technology, Pedagogy and Education, 18(2), 107-121. https://doi.org/10.1080/14759390902992576
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. https://doi.org/10.1080/17439884.2013.770404
Kokoç, M., IIgaz, H., & Altun, A. (2020). Effects of sustained attention and video lecture types on learning performances. Educational Technology Research and Development, 68(6), 3015-3039. https://doi.org/10.1007/s11423-020-09829-7
Kusainov, A. K., Yessenova, K. A., Kassymova, R. S., Moldassan, K. S., & Sembayeva, A. M. (2021). Comparative analysis of the process of training education managers in educational institutions. International Journal for Research in Vocational Education and Training, 8(2), 186-207. https://doi.org/10.13152/IJRVET.8.2.3
Laaser, W., & Toloza, E. A. (2017). The changing role of the educational video in higher distance education. The International Review of Research in Open and Distributed Learning, 18(2), 264-276. https://doi.org/10.19173/irrodl.v18i2.3067
Lackmann, S., Léger, P. M., Charland, P., Aubé, C., & Talbot, J. (2021). The influence of video format on engagement and performance in online learning. Brain Sciences, 11(2), 128. https://dx.doi.org/10.3390%2Fbrainsci11020128
Lagoa, D., Alvarez, B., & Boedo, L. (2018). Recent changes in the role of Spanish lecturers in economics and business: An empirical analysis based on their own perspectives. Studies in Higher Education, 43(8), 1321-1333. https://doi.org/10.1080/03075079.2016.1250738
Levchyk, I., Chaikovska, H., Yankovych, O., Kuzma, I., & Rozhko-Pavlyshyn, T. (2021). Formation of sustainable development competencies in primary school children. Journal of Education Culture and Society, 12(2), 341-360. https://doi.org/10.15503/jecs2021.2.341.360
Livingstone, S., & Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children’s lives. Oxford University Press.
Lokuge, D., Gregory, D., & Pechenkina, E. (2017). Lecture-recording technology in higher education: Exploring staff and students views across the disciplines. Australasian Journal of Educational Technology, 33(4), 122-133. https://doi.org/10.14742/ajet.3068
Mateu, G. (2021). Innovative education management: An empirical study. TEC Empresarial, 15(3), 2-17. https://doi.org/10.18845/te.v15i3.5760
Mena, S. (2014). Herramientas contra la infoxicación en los Social Media: Los “Content Curators”. Ámbitos. Revista internacional de comunicación, 24, 1-12.
Mirriahi, N., Jovanović, J., Lim, L. A., & Lodge, J. M. (2021). Two sides of the same coin: Video annotations and in-video questions for active learning. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-10041-4
Muller, D. A., Bewes, J., Sharma, M. D., & Reimann, P. (2008). Saying the wrong thing: Improving learning with multimedia by including misconceptions. Journal of Computer Assisted Learning, 24(2), 144-155. https://doi.org/10.1111/j.1365-2729.2007.00248.x
Naz, F., & Murad, H. S. (2017). Innovative teaching has a positive impact on the performance of diverse students. SAGE Open, 7(4), 2158244017734022. https://doi.org/10.1177/2158244017734022
Nkomo, L. M., Daniel, B. K., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: A systematic review of the literature. International Journal of Educational Technology in Higher Education, 18(1), 1-26. https://doi.org/10.1186/s41239-021-00270-1
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., … Lonsdale, C. (2021a). Multimedia design for learning: An overview of reviews with meta-meta-analysis. Review of Educational Research, 00346543211052329. https://doi.org/10.3102/00346543211052329
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo, B., & Lonsdale, C. (2021b). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204-236. https://doi.org/10.3102/0034654321990713
O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399-415. https://doi.org/10.1007/s10639-015-9451-z
Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269. https://doi.org/10.1016/j.compedu.2016.01.007
Pattier, D. (2021a). Science on youtube: Successful edutubers. Revista Internacional de Tecnologia, Ciencia y Sociedad, 10(1), 1-15. https://doi.org/10.37467/gka-revtechno.v10.2696
Pattier, D. (2021b). Teachers and YouTube: The use of video as an educational resource. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 16(1), 59-77. https://doi.org/10.6092/issn.1970-2221/11584
Pepin, M., Audebrand, L. K., Tremblay, M., & Keita, N. B. (2021). Evolving students’ conceptions about responsible entrepreneurship: A classroom experiment. Journal of Small Business and Enterprise Development, 28(4), 570-585. http://dx.doi.org/10.1108/JSBED-02-2020-0035
Pirhonen, J., & Rasi, P. (2017). Student-generated instructional videos facilitate learning through positive emotions. Journal of Biological Education, 51(3), 215-227. https://doi.org/10.1080/00219266.2016.1200647
Popova, O. I., Gagarina, N. M., & Karkh, D. A. (2020). Digitalization of Educational Processes in Universities: Achievements and Problems. Advances in Social Science, Education and Humanities Research, 437. http://dx.doi.org/10.2991/assehr.k.200509.131
Pritchard, A. (2017). Ways of learning: Learning theories for the classroom. Routledge.
Raj, S. A. S., Ann, W. H. T., Subramaniam, P. A., & Yunus, M. M. (2019). Using YouTube as a Platform to Learn Social Expression. Creative Education, 10(2), 288-296. https://doi.org/10.4236/ce.2019.102023
Rangarajan, K., Begg, K., & Somani, B. (2019). Online digital media: The uptake of YouTube-based digital clinical education (DCE). American Journal of Distance Education, 33(2), 142-150. https://doi.org/10.1080/08923647.2019.1582308
Rogers, J., & Revesz, A. (2020). Experimental and quasi-experimental designs. Routledge.
Ross, S., & Evans, D. (2002). Use of life cycle assessment in environmental management. Environmental Management, 29(1), 132-142. https://doi.org/10.1007/s00267-001-0046-7
Salas, R. A. (2021). Students’ perceptions of the use of the flipped classroom during the educational process of linear functions. Culture and Education, 33(3), 431-454. https://doi.org/10.1080/11356405.2021.1949109
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Woods, C. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291. https://doi.org/10.1016/j.compedu.2013.11.002
Schulz, J., & Iskru, V. V. (2021). Video in Education From ‘Sage on the Stage’to ‘TV Talk Show Host’: Where to Next? Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2005. https://doi.org/10.29333/ejmste/11154
Shiu, A., Chow, J., & Watson, J. (2020). The effectiveness of animated video and written text resources for learning microeconomics: A laboratory experiment. Education and Information Technologies, 25(3), 1999-2022. https://doi.org/10.1007/s10639-019-10025-1
Smith, V. L. (2010). Experimental methods in economics. En Behavioural and Experimental Economics. Palgrave Macmillan.
Srinagesh, K. (2006). The principles of experimental research. Butterworth-Heinemann.
Thomson, A., Bridgstock, R., & Willems, C. (2014). ‘Teachers flipping out’ beyond the online lecture: Maximising the educational video potential of video. Journal of Learning Design, 7(3), 67-78. http://dx.doi.org/10.5204/jld.v7i3.209
Tiernan, P. (2015). An inquiry into the current and future uses of digital video in University teaching. Education and Information Technologies, 20(1), 75-90. https://doi.org/10.1007/s10639-013-9266-8
Torres, C., Acal, C., El Honrani, M., & Mingorance, Á. (2021). Impact on the virtual learning environment due to COVID-19. Sustainability, 13(2), 582. https://doi.org/10.3390/su13020582
Valls, M., & Oliva, A. (2020). De la pantalla al aula: Aplicación de recursos audiovisuales en el aula de Economía (Vol. 48). Edual (Universidad Almería).
Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
Vittorini, P., & Galassi, A. (2021). From blended to online due to the COVID outbreak: The case study of a data science course. Open Learning: The Journal of Open, Distance and e-Learning, 36(3), 212-230. https://doi.org/10.1080/02680513.2021.1973399
Wang, J., Antonenko, P., & Dawson, K. (2020). Does visual attention to the instructor in online video affect learning and learner perceptions? An eye-tracking analysis. Computers & Education, 146, 103379. http://dx.doi.org/10.1016/j.compedu.2019.103779
Wijnker, W., Bakker, A., van Gog, T., & Drijvers, P. (2019). Educational videos from a film theory perspective: Relating teacher aims to video characteristics. British Journal of Educational Technology, 50(6), 3175-3197. https://doi.org/10.1111/bjet.12725
Xie, H., Mayer, R. E., Wang, F., & Zhou, Z. (2019). Coordinating visual and auditory cueing in multimedia learning. Journal of Educational Psychology, 111(2), 235-255. https://doi.org/10.1037/edu0000285
Zureick, A. H., Burk‐Rafel, J., Purkiss, J. A., & Hortsch, M. (2018). The interrupted learner: How distractions dur-ing live and video lectures influence learning outcomes. Anatomical Sciences Education, 11(4), 366-376. https://doi.org/10.1002/ase.1754
How to Cite
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to email@example.com