Abstract
This study examined the hypothesis that video presentational style, as well as prior student knowledge of, and interest in content, influences student involvement in video lessons and this, in turn, influences learning. In two sessions, college students viewed two videos on the life and works of the poet and painter Yosa Buson. The two videos were similar in content, but different in presentational styles; one was artistic and the other textbook-like. The degree of student involvement while watching the videos was assessed Their prior knowledge of and interest in the content were also evaluated. Results showed that while student learning was most influenced by prior knowledge, the degree of student involvement in video lessons varied according to their interest in the subject matter. Moreover, student video preference was related to their degree of involvement, and different patterns of causal relationships emerged during the two sessions. These results are discussed in relation to differences in presentational styles.
