Arkansas Tech University The Effects of Interactive Instructional Video on Students’ Knowledge Acquisition and Academic Characteristics in an Online Learning Environment  Aileen Watts awatts4@atu.edu  Rebecca A. Callaway rcallaway@atu.edu Mohamed Ibrahim mibrahim1@atu.edu Arkansas Tech University College of Education The Society for Information Technology and Teacher Education (SITE), March 2-6, 2015 Las Vegas, Nevada, USA

BACKGROUND Interactive vs. Non-Interactive Learning Materials: Non-interactive learning materials dictate the order of presentation Multimedia allow navigation of information in a nonlinear fashion Learners’ understanding arises from the interaction with the presented information

OBJECTIVES To investigate: The implications of the use of the interactive instructional video on: Preservice teachers’ learning outcomes

THEORETICAL FRAMEWORK Cognitive Theory of Multimedia Learning (CTML) (Mayer, 2001) Learners prefer multimedia over text Learners likely to gain deeper learning from multimedia

METHODS This study employed between-subject design To assess the effect of using interactive instructional video on: Preservice teachers' learning outcomes in an online course

METHODS Three independent variables: Dependent variable: Video design (interactive or non-interactive video) Learning style and Students’ GPA Dependent variable: Learning outcomes

PARTICIPANTS 34 preservice teachers (16 interactive , 18 non-interactive video) Students non-science majors Students from four different majors: Bachelor of professional studies Early childhood education Middle-level education Secondary education

RESEARCH QUESTIONS Will interactive instructional video improve preservice teachers’ learning outcomes compared to the non-interactive instructional video in a technology integration course in an online learning environment? Do learning styles effect preservice teachers’ learning outcomes during learning from the instructional video in a technology integration course in an online learning environment? Do preservice teachers’ learning outcomes differ according to their overall GPA after learning from the instructional video in a technology integration course in an online learning environment?

INSTRUMENTATION All materials online (Bb) Content released to students the week of experiment Measures selected or developed by the course instructors Consisted of: Demographic survey UDL Learning module 10-question multiple-choice post-test used as interactive component

MATERIALS The materials were identical in all groups Two different instructional video about UDL: Interactive using questions with the experimental group Non-interactive with the control group

PROCEDURE Students in all sections completed a demographic survey Students watched the videos and created a blog based on the principles of the UDL framework learned from the video The experimental group completed the same activities as the control group The only difference between both groups was answering questions about the blog design while watching the video (interactive element).

RESULTS First question: “Will interactive instructional video improve preservice teachers’ learning outcomes compared to the non-interactive instructional video in a technology integration course in an online learning environment?” Independent-sample t-test to compared students’ project scores in interactive video condition and in the non-interactive video condition. The results of the Independent Samples Test showed that there was a significant difference in the scores for interactive condition (M=63.92, SD=7.166) compared to the non-interactive conditions (M=56.33, SD=8.550); t (25)= 2.46, p = 0.20.

Independent Samples Test results Table 1 The Mean scores and standard deviations for the Independent Samples Test results of the students test scores   Levene's Test t-test for Equality of Means 95% Confidence Interval of the Difference F Sig. t df Sig. (2-tailed) MD SD Lower Upper Grades EV assumed .846 .367 2.457 25 .021 7.583 3.087 1.226 13.941 EVnot assumed 2.507 24.923 .019 3.025 1.352 13.815 Note: Means with different subscripts differ significantly at p<.005 level; d.f. = degrees of freedom; F = F-ratio; Sig. = Significant, SD = standard deviation, t = t-test.

RESULTS Second question: Do learning styles effect preservice teachers’ learning outcomes during learning from instructional video in a technology integration course in an online learning environment? Conducted a correlation coefficient The analysis showed that there was no correlation between preservice teachers’ learning style and their project scores during learning from instructional video (All learning styles learned equally)

Correlation Coefficient Table 2 The Pearson product-moment correlation coefficient   Learning Style Grades Pearson Correlation 1 .122 Sig. (2-tailed) .506 N 36 32 34 Note: the r differ significantly at p<.001

RESULTS Third question: Do preservice teachers’ learning outcomes differ according to their overall GPA after learning from instructional video in a technology integration course in an online learning environment? One-way between subjects ANOVA compared the effect of students’ overall GPA on their test scores after learning from instructional video. The results of the analysis indicates that there was no significant effect of students’ overall GPA on their test scores after learning from instructional video at the p<.05 level for all GPA levels [F (4, 27) = 1.214, p = 0.328].

One-way between subjects ANOVA Table 3 The one-way between subjects ANOVA results of the effect of students’ overall GPA on their test scores Grades   Sum of Squares df Mean Square F Sig. Between Groups 244.915 4 61.229 1.214 .328 Within Groups 1361.304 27 50.419 Total 1606.219 31 Note: Means with different subscripts differ significantly at p<.005 level. Type III SS = Sum of Squares; d.f. = degrees of freedom; M S = Mean Square; F = F-ratio; Sig. = Significant.

CONCLUSIONS The results suggest that the interactive video condition does have an effect on students’ project scores Regardless of students’ learning style, their project scores improved equally when they learn from instructional video Regardless of students’ GPA, their project scores improved equally when they learn from instructional video

Questions? Mohamed Ibrahim Rebecca A. Callaway Aileen Watts rcallaway@atu.edu  Aileen Watts awatts4@atu.edu Mohamed Ibrahim mibrahim1@atu.edu