Effects Analysis of High Speed Educational Videos

Focusing on Student’s Learning Styles and Dual Channel Model

Abstract

The goal of this study is to clarify how students' learning processes give effects to their learning experience while visual contents presented at high speed. In our experiment, visual contents were presented at speeds of 1x and 2x to 20 visual learners and 20 verbal learners. Their learning styles were categorized by Felder's Index of Learning Styles (1995). Contents' layout was composed of images of instructor's face, slides, and subtitles. Comprehension tests suggest the possibility that watching hi-speed visual contents highly increases the auditory cognitive load. Consequently, two suggestions are discussed as followings. (1) Visual contents should be presented at moderate speeds to visual learners for the sake of preventing overrunning in their visual channels. (2) Simplified-visual texts in slides should be presented to verbal learners.