Project

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Digital Video Tools to Support Conceputal Understanding and Creative Learning in Individuals and Groups

English title Digital Video Tools to Support Conceputal Understanding and Creative Learning in Individuals and Groups
Applicant Zahn Carmen
Number 176084
Funding scheme Project funding
Research institution Institut für Kooperationsforschung und -entwicklung Hochschule für Angewandte Psychologie FHNW
Institution of higher education University of Applied Sciences and Arts Northwestern Switzerland (without UTE) - FHNW
Main discipline Psychology
Start/End 01.11.2017 - 30.06.2021
Approved amount 241'807.00
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Keywords (10)

computer supported collaborative learning; online learning ; learning; generative activity ; creative learning; hypervideo; digital video; video tools; online video; video based learning

Lay Summary (German)

Lead
Kreatives Lernen mit digitalen Videos - Individuell und in Gruppen.
Lay summary
Die kognitive Verarbeitung audiovisueller Information und das Lernen mit digitalen Videos ist ein wichtiger Forschungsgegenstand der Kognitionspsychologie (z.B., Zahn, 2017). Im Projekt Digital Video Tools to Support Conceputal Understanding and Creative Learning in Individuals and Groups identifizieren wir effiziente Lernstrategien für eine Unterstützung kreativen Lernens mit digitalen Videos und Video-Tools. In drei experimentellen Studien untersuchen wir generative Lernaktivitäten während kreativer Lernaufgaben (z.B. Videoclips mit Information anreichern oder neu strukturieren) und in verschiedenen Lernsettings (z.B. individuelles und kooperatives Lernen, Online-Lernen und Lernen in face-to-face Situationen). Die Ergebnisse aus den Studien werden sowohl Erkenntnisse zur kognitionspsychologischen Forschung beisteuern, als auch praktische Implikationen für die Gestaltung moderner Lernformen mithilfe von Videos und Videowerkzeugen hervorbringen.

Effektives Lernen ist ein zentraler Erfolgsfaktor im Leben, in der Bildung und bei der Arbeit, - und daher ein hoch relevantes Thema für Individuen, Teams und Organisationen. In Zeiten rapider technischer Veränderungen spielt digital unterstütztes Lernen eine immer wichtigere Rolle - insbesondere mit Videos: In der Freizeit lernen wir mit Videos auf Smartphones und in Schulen bzw. Hochschulen greifen wir auf Lehr-Lern-Videos zurück (z.B., Tiernan, 2015), etwa wenn es um das Verstehen wichtiger Konzepte geht. Auch grosse Unternehmen haben die Potentiale von Videos als Ressource für Lernzwecke erkannt (z.B., Lehner, Lanbauer & Amende, 2014).
Direct link to Lay Summary Last update: 16.10.2017

Lay Summary (English)

Lead
Digital Video Tools to Support Conceputal Understanding and Creative Learning inIndividuals and Groups
Lay summary

Effective learning and especially conceptual understanding is highly valued as an important educational objective across disciplines in schools, higher education, in workplaces and in science and is, therefore, a highly relevant topic for individuals, teams and organizations. The core idea of this project is to improve our current scientific knowledge about how learners can use digital video tools to engage in generative activities that enhance their conceptual understanding of an exemplary science topic. In our project, we investigate such generative activities during creative learning tasks (e.g., annotating video clips with information or restructuring videos) and in different learning settings (e.g., individual and collaborative learning, learning in online and face-to-face situations). The findings from the project will contribute new insights to cognitive psychology research and will provide practical implications for designing modern forms of learning using videos and video tools.

Direct link to Lay Summary Last update: 16.10.2017

Responsible applicant and co-applicants

Employees

Publications

Publication
Impact of learners’ video interactions on learning success and cognitive load
Ruf Alessia, Leisner David, Zahn Carmen, Opwis Klaus (2021), Impact of learners’ video interactions on learning success and cognitive load, in .), 14th International Conference on Computer-Supported Collaborative Learning – CSCL 2021 , International Society of the Learning Sciences, Bochum, Germany.
Introducing a new approach for investigating learning behavior
Niederhauser Mario, Ruf Alessia, Jäger Joscha, Zahn Carmen, Opwis Klaus (2021), Introducing a new approach for investigating learning behavior, in 14th International Conference on Computer-Supported Collaborative Learning – CSCL 2021 , International Society of the Learning Sciences, Bochum, Germany.
Logible: Detecting, Analyzing, and Visualizing Behavior Sequences for Investigating Learning Behavior
Ruf Alessia, Jäger Joscha, Niederhauser Mario, Zahn Carmen, Opwis Klaus (2021), Logible: Detecting, Analyzing, and Visualizing Behavior Sequences for Investigating Learning Behavior, in General Proceedings of the 1st Annual Meeting of the International Society of the Learning Scienc, International Society of the Learning Sciences, Bochum, Germany.
Different ways of interacting with videos during learning in secondary physics lessons
Leisner David, Zahn Carmen, Ruf Alessia, Cattaneo Alberto (2020), Different ways of interacting with videos during learning in secondary physics lessons, in HCI International 2020 - Posters22nd International Conference, HCII 2020, Copenhagen, Denmark, July , Springer International Publishing, Cham.
Do you see us?—Applied visual analytics for the investigation of group coordination
Rack Oliver, Zahn Carmen, Bleisch Susanne (2019), Do you see us?—Applied visual analytics for the investigation of group coordination, in Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), 50(1), 53-60.
A model for designing hypervideo-based instructional scenarios
Cattaneo Alberto A. P., van der Meij Hans, Aprea Carmela, Sauli Florinda, Zahn Carmen (2018), A model for designing hypervideo-based instructional scenarios, in Interactive Learning Environments, 27(4), 508-529.
Video Data Collection and Video Analyses in CSCL Research
Zahn Carmen, Ruf Alessia, Goldman Ricki, Video Data Collection and Video Analyses in CSCL Research, in Rosé Carolyn, Oshima Jun, Cress Ulrike, Wise Alyssa (ed.), Springer International Publishing, Switzerland.

Collaboration

Group / person Country
Types of collaboration
Prof. em Ricki Goldman, NYU Steinhardt United States of America (North America)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
Joscha Jäger, founder filmicweb Germany (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Research Infrastructure
Prof. Dr. Klaus Opwis, University of Basel, Switzerland Switzerland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Research Infrastructure
Prof Dr. Peter Reimann, University of Sydney Australia (Oceania)
- in-depth/constructive exchanges on approaches, methods or results

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future Talk given at a conference Logible: Detecting, Analyzing, and Visualizing Behavior Sequences for Investigating Learning Behavior 10.06.2021 Bochum, Germany (Online Event), Germany Ruf Alessia; Zahn Carmen;
ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future Poster Introducing a New Approach for Investigating Learning Behavior 10.06.2021 Bochum, Germany (Online Event), Germany Ruf Alessia;
ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future Talk given at a conference Impact of Learners’ Video Interactions on Learning Success and Cognitive Load 09.06.2021 Bochum, Germany (Online Event), Germany Ruf Alessia;
International Conference on Human Interaction and Emerging Technologies Poster Digital Video Tools to Support Conceptual Understanding and Creative Learning in Individuals and Groups 22.08.2019 Nice, France Ruf Alessia;
Do you see us? Video Analysis in Research on Computer -Supported Collaborative Learning (CSCL) Individual talk CRLI: Learning and Innovation Seminar Series 05.03.2019 University of Sydney, Australia Zahn Carmen;
Bundeskongress "Jugend präsentiert" - Show oder Chance? Visuelles Wissen in Schule und Wissenschaft Talk given at a conference Digitale Video-Tools für kreatives Lernen 26.10.2018 Berlin, Germany Ruf Alessia; Zahn Carmen;


Self-organised

Title Date Place
workshop to discuss the developement of a tool to visualize and analyze sequence analysis from behavioral data (logfiles) 07.08.2019 Olten, Switzerland

Knowledge transfer events

Active participation

Title Type of contribution Date Place Persons involved
Naturwissenschaftlich-technische Bildung interdisziplinar fordern Performances, exhibitions (e.g. for education institutions) 26.11.2019 Muttenz, Switzerland Zahn Carmen; Ruf Alessia;


Self-organised

Title Date Place
MSc Summer School: Learning Design und Computer-Supported Collaborative Learning (CSCL) 28.06.2021 Olten, Switzerland, Switzerland
Influences of media on knowledge an learning (lecture contribution in the BSc module Media Psychology and Psychology of Digital Transformation) 04.05.2021 Online (E-Learning System Evolve), Switzerland
Online-lecture contribution and study preparation for field study in BSc module Biopsychology) 18.11.2020 Online, Zoom, Switzerland
Influences of media on knowledge and learning (lecture contribution in the BSc module Media Psychology and Psychology of Digital Transformation) 28.04.2020 Online, E-Learning System Cometas, Switzerland
Training Workshop for the Swiss Age Foundation: Learning with Interactive Videos 09.10.2019 Olten, Switzerland
MSc Summer School: Lernen der Zukunft - Digitale Medien und neue Wissenskulturen 24.06.2019 Olten, Switzerland, Switzerland
Influences of media on knowledge and learning, Serious Games and VR (lecture contribution in BSc module Media Psychology and Psychology of Digital Transformation) 28.05.2019 Olten, Switzerland
Influences of media on knowledge and learning (lecture contribution in the BSc module Media Psychology and Psychology of Digital Transformation) 29.05.2018 Olten, Switzerland

Communication with the public

Communication Title Media Place Year
Media relations: print media, online media Digitale Video-Tools für kreatives Lernen FHNW News German-speaking Switzerland 2019
Print (books, brochures, leaflets) Digitale Video-Tools für kreatives Lernen - Bundeskongress "Jugend präsentiert" International 2018
Media relations: print media, online media Doppelt gelernt hält besser Basellandschaftliche Zeitung German-speaking Switzerland 2018

Use-inspired outputs

Software

Name Year


Abstract

Effective learning is key for successful performance throughout lifetime, in any area, in both educational and work contexts, and, hence, a topic of utmost scientific and practical interest. In times of rapid digital transformation, effective learning with digital tools has become an urgent issue, as the supply and use of web-based platforms have dramatically increased. Educational institutions such as schools and universities have especially embraced video-based materials and video lectures to support learning and conceptual understanding in various domains - while students readily adopt these media sources (Tiernan, 2015). Companies, too, realize they have a chance to manage comparable systems themselves to serve their specific purposes in day-to-day collaboration and information exchange (Lehner, Lanbauer & Amende, 2014). Given the high relevance of video-based learning, a systematic analysis of how video can be used for meaningful learning is crucial (Tiernan, 2015). Up to now, much psychological research on video-based learning has focused on situations of (self-regulated) individual learning with instructional videos (e.g., Merkt, Heier, Weigand & Schwan, 2011; Schwan & Riempp, 2004, Zahn, 2003). However, in empirical studies it has become apparent that emerging technologies provide crucial opportunities for learners to actively contribute their own content, also collaboratively, thereby creating their own video-based information structures using video annotations and hypervideo tools (e.g., Barthel, Ainsworth & Sharples, 2013; Yousef, Chatti, Danoyan, Thüs & Schroeder, 2015; Zahn, 2017). We need to understand how to leverage specific cognitive and collaborative processes in learners in activity contexts in order to exploit the potentials of these technologies. Without theory-based research, the use of digital video tools for learning will remain based on trial and error or intuition, or on the inflated expectations that often accompany new waves of digital technology in work or educational settings. With sound computer science underpinnings, our project seeks to unite both a cognitive psychology approach - to address the genuinely psychological issues involved in learning with digital video tools - with an educational approach - to identify efficient strategies for using digital video tools to enhance creative learning and conceptual understanding. Based on the framework of Greeno & Engeström (2014) and Wittrock`s (1992) model of generative learning we concentrate our empirical research on three different foci relating to the use of digital video tools for learning: First, we analyse possible causal relationships between between the task (annotating summary vs. hyperlinking) and the learning process and outcome. Second, we analyse possible causal relationships the social learning setting (individual vs. collaborative learning) and the learning process and outcome. Third, we investigate these causal relationships in two different contexts: in face-to-face and online-learning. To achieve high internal validity, the proposed project is organized into three phases with laboratory experiments resulting in both qualitative and quantitative measurements of learning process and outcome. To enhance ecological validity, a third phase includes a follow-up evaluation study in the field.Besides its obvious practical significance, we expect the project to be of high scientific relevance, not only because it will contribute new original results concerning the use of digital video for learning , but because it helps, too, to continue a long tradition of systematic research on the cognitive and socio-cognitive functions of film and video tools in cognitive psychology. This knowledge is not only sought after by those who are responsible for the design and implementation of timely learning environments, but even more by the scientific community.
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