Effect of animated and interactive video variations on learners' motivation in distance Education

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dc.authoridBarut Tuğtekin, Esra/0000-0003-0109-0581
dc.authorwosidBarut Tuğtekin, Esra/ABF-3214-2020
dc.contributor.authorTugtekin, Esra Barut
dc.contributor.authorDursun, Ozcan Ozgur
dc.date.accessioned2024-08-04T20:50:42Z
dc.date.available2024-08-04T20:50:42Z
dc.date.issued2022
dc.departmentİnönü Üniversitesien_US
dc.description.abstractOne of the objectives of this research is to develop and validate the Instructional Material Motivation Scale for Single-Use (IMMS-SU) instrument in the Turkish context. The IMMS-SU was developed and validated in a two-phased process on a sample of 1654 students. The Exploratory Factor Analysis revealed that IMMS-SU included 14 items (chi 2 = 332.59; sd = 74; p < 0.001), the fitness indices were found to be RMSEA = .077; SRMR = .040; AGFI = .88; NFI = .95; CFI = .96; and GFI = .92. The Cronbach's Alpha coefficients regarding the whole scale was calculated as alpha = 0.95. Thereafter, in the second study, the animated and interactive video materials used in distance education were scrutinized in the context of openness to different materials, time spent viewing, motivation, and cognitive load. A total of 933 students participated who had a distance education experience. In order to collect data, the extraneous cognitive load instrument (Kalyuga et al., Human Factors, 40(1), 1-17, Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1-17. 10.1518/001872098779480587), IMMS-SU, and questionnaire items were used. According to the findings, it was determined that animation and interactive video materials did not cause a higher level of cognitive load on the participants, and both groups had higher material motivation. In addition, it was revealed that interactive video materials caused a higher extraneous cognitive load in participants than animation group. It was figured out that as the openness levels of the participants watching the animation and interactive materials decreased, their cognitive load levels increased. In the light of the results, some suggestions have been recommended for further research.en_US
dc.identifier.doi10.1007/s10639-021-10735-5
dc.identifier.endpage3276en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue3en_US
dc.identifier.pmid34548839en_US
dc.identifier.scopus2-s2.0-85115073310en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage3247en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-021-10735-5
dc.identifier.urihttps://hdl.handle.net/11616/100207
dc.identifier.volume27en_US
dc.identifier.wosWOS:000696412300002en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDistance learningen_US
dc.subjectMotivationen_US
dc.subjectCognitive loaden_US
dc.subjectAnimationen_US
dc.subjectInteractive videoen_US
dc.titleEffect of animated and interactive video variations on learners' motivation in distance Educationen_US
dc.typeArticleen_US

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