2018 年 40 巻 1 号 p. 85-95
This study aims to clarify the relationship between learning effectiveness and the high-speed playback of visual content developed for use in an online educational environment. Visual content was created and presented to 75 university students at three speeds: 1x, 1.5x, and 2x standard speed. The content consisted of declarative knowledge of high-school-level information science. Learning effectiveness was assessed using scores on a comprehension test administered before and af ter participants had studied the content. Subjective evaluations of the three presentation speeds were also collected using a questionnaire. Analysis of the comprehension test results indicated that differences in presentation speed did not impact learning effectiveness. However, responses to the questionnaires indicated that while a presentation speed of 1.5x was the most appropriate speed for studying with visual content, subjective evaluations of the 2x speed were not positive. These findings suggest that, depending on the conditions, it may be possible for students to learn 1.5 to 2 times as much within a f ixed period of time as they have previously been able to do.
