Video with concurrent narration and on-screen text yields higher immediate macrostructure comprehension than text alone or narration with text¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In the immediate test, the VNT group achieved a significantly higher MACS comprehension score than the T group and the NT group, with no significant difference between T and NT. → Lin 2016

Evidence¶

Lin 2016¶

Lin, L.-F. (2016). The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension. English Language Teaching, 9(10). https://doi.org/10.5539/elt.v9n10p1

q3 · i2 · causal · r2

One-way ANOVA on the immediate MACS test in a five-week randomized three-group treatment (T, NT, VNT) with 98 university students showed a significant main effect for Group, F (2, 95) = 4.85, p = .01. Post hoc Scheffé tests showed "significant differences between the VNT and T groups, and between the VNT and NT groups."

"the VNT group achieved a significantly higher MACS comprehension score ( M = 59.03) than the T group ( M = 51.83), r = .33, p = .037, and the NT group (M = 51.72), r = .32, p = .029"

Discussion¶

Related Claims¶

• Multiple representations improve learning — the general claim this finding bears on, with the studies behind it
• Presentation condition does not differentially affect microstructure comprehension over five weeks, though VNT and NT groups improved while the text-only group did not — related
• Video with concurrent narration and on-screen text yields higher immediate microstructure comprehension than text alone or narration with text — related
• Video-based treatment produces significant macrostructure gains over five weeks, with a significant Group x Test interaction — related
• In one middle-school quasi-experiment, adding written text to spoken narration makes no significant difference to achievement with either abstract or concrete animation — related