TY - JOUR
T1 - Behind the scenes
T2 - Impact of virtual backgrounds in educational videos on visual processing and learning outcomes
AU - Catrysse, Leen
AU - Kerckhoffs, Andrienne
AU - Jarodzka, Halszka
N1 - Copyright (©) 2023 Leen Catrysse, Andrienne Kerckhoffs, Halszka Jarodzka.
PY - 2023/10/19
Y1 - 2023/10/19
N2 - The increasing use of instructional videos in educational settings has emphasized the need for a deeper understanding of their design requirements. This study investigates the impact of virtual backgrounds in educational videos on students' visual information processing and learning outcomes. Participants aged 14-17 (N=47) were randomly assigned to one of three conditions: a video with a neutral, authentic, or off-topic background. Their prior knowledge and working memory capacity (WMC) were measured before watching the video, and eye tracking data was collected during the viewing. Learning outcomes and student experiences were assessed after viewing. The eye tracking data revealed that a neutral background was the least distracting, allowing students to pay better attention to relevant parts of the video. Students found the off-topic background most distracting, but the negative effect on learning outcomes was not statistically significant. In contrast to expectations, no positive effect was observed for the authentic background. Furthermore, WMC had a significant impact on visual information processing and learning outcomes. These findings suggest that educators should consider using neutral backgrounds in educational videos, particularly for learners with lower WMC. Consequently, this research underscores the significance of careful design considerations in the creation of instructional videos.
AB - The increasing use of instructional videos in educational settings has emphasized the need for a deeper understanding of their design requirements. This study investigates the impact of virtual backgrounds in educational videos on students' visual information processing and learning outcomes. Participants aged 14-17 (N=47) were randomly assigned to one of three conditions: a video with a neutral, authentic, or off-topic background. Their prior knowledge and working memory capacity (WMC) were measured before watching the video, and eye tracking data was collected during the viewing. Learning outcomes and student experiences were assessed after viewing. The eye tracking data revealed that a neutral background was the least distracting, allowing students to pay better attention to relevant parts of the video. Students found the off-topic background most distracting, but the negative effect on learning outcomes was not statistically significant. In contrast to expectations, no positive effect was observed for the authentic background. Furthermore, WMC had a significant impact on visual information processing and learning outcomes. These findings suggest that educators should consider using neutral backgrounds in educational videos, particularly for learners with lower WMC. Consequently, this research underscores the significance of careful design considerations in the creation of instructional videos.
KW - eye tracking
KW - video
KW - learning
KW - multimedia
KW - instructional design
U2 - 10.16910/jemr.16.3.4
DO - 10.16910/jemr.16.3.4
M3 - Article
C2 - 38273999
SN - 1995-8692
VL - 16
JO - Journal of Eye Movement Research
JF - Journal of Eye Movement Research
IS - 3
M1 - 4
ER -