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Learning from Video: Factors Influencing Learners' Preconceptions and Invested Mental Effort
Katherine S. Cennamo
Educational Technology Research and Development
Vol. 41, No. 3 (1993), pp. 33-45
Published by: Springer
Stable URL: http://www.jstor.org/stable/30218386
Page Count: 13
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Explored in this article are factors that influence learners' preconceptions of television, the mental effort they invest in processing a video-based lesson, and their achievement. It is proposed that learners' preconceptions of the effort required by a medium directly influence the amount of effort they invest in processing a lesson presented through that medium, and that the amount of mental effort learners invest in a mediated lesson influences the quantity and quality of the information they gain from the lesson. Factors that influence learners' preconceptions and mental effort include the characteristics of the media, the characteristics of the task, and the characteristics of the learners. Research findings regarding learners' preconceptions of television and the mental effort expended in processing a video-based lesson are reviewed. Practical implications and issues for future research that arise from the literature are identified.
Educational Technology Research and Development © 1993 Springer