1. Video annotation to enhance multimedia materials for CPR training course Presenter: Hsin-Chin Chen 1 Hsin-Chin Chen, Yueh-Min Huang and Der-Jiunn Deng Department of Engineering Science, National Cheng Kung University, Taiwan

2. 2 Multimedia materials Among the materials, learners are interested in video material for learning. 1.Video 2. Figure and text 3.Text interface Favorite interface

3. 3 Effect of video materials 1.When learners watch a video, they couldn’t deal with the content of the video in real time and result in the lower performance. 2. After reading comprehension test, the result showed a weak learning outcome by watching video. Video Test weak learning outcome

4. 4 Multimedia materials 1.However, the video material is learners’ favorite learning style. 2.We add annotations on video to enhance learning outcome. Video Video annotation

5. 5 Reading Comprehension test 1.Video Test Learning outcome? 2.Video annotation

6. 6 Our Materials CPR

7. 7 Video annotation tool Video with annotation to help understand the content of the movie in detail and enhance their impression.

8. 8 Our experiments 1.Video The time is 20 minutes in every learning process. 2.Video annotation 20 students

9. 9 CPR experiments Reading comprehension testOperation test Video Video annotation Video Video annotation Video 0.416 0.008* Table 1. T-test for the results of CPR experiment *p<0.05 (a) Comprehension test(b) Operation test

10. 10 The questionnaire results for CPR experiments Table 1. The learning effect of the designed materials Questions Materials types Strongly agree AgreeNeutralDisagree Strongly disagree Means 1.Would you consider the designed materials could understand CPR knowledge in detail? Video 0 0.0% 7 63.6% 3 27.3% 1 9.1% 0 0.0% 3.5 Video annotation 2 16.7% 9 75.0% 1 8.3% 0 0.0% 0 0.0% 4.08 2. Would you consider the designed materials could assist operating CPR steps? Video 1 9.1% 6 54.5% 2 18.2% 2 18.2% 0 0.0% 3.5 Video annotation 3 25.0% 8 66.7% 1 8.3% 0 0.0% 0 0.0% 4.17 Table 5. The learning effect of the designed materials

11. 11 The questionnaire results for CPR experiments Table 2. Learner’s satisfaction for CPR training course Table 5. The learning effect of the designed materials Questions Materials types Strongly agree AgreeNeutralDisagree Strongly disagree Means 1.Would you satisfy the designed CPR training course? Video 2 18.2% 8 72.7% 1 9.1% 0 0.0% 0 0.0% 4.1 Video annotation 2 16.7% 8 66.7% 2 16.7% 0 0.0% 0 0.0% 4.0 2. I believe I could demonstrate the right CPR skills. Video 0 0.0% 6 54.5% 3 27.3% 2 18.2% 0 0.0% 3.4 Video annotation 3 25.0% 6 50.0% 3 25.0% 0 0.0% 0 0.0% 4.0 3. I could use CPR skill to help patients actively on the disaster. Video 1 9.1% 6 54.5% 2 18.2% 1 9.1% 1 9.1% 3.40 Video annotation 5 41.7% 5 41.7% 2 16.6% 0 0.0% 0 0.0% 4.25 Table 6. Learner ’ s satisfaction for CPR training course

12. 12 Means and standard deviations for CPR experiments Table 3. Learner’s satisfaction for video annotation materials Table 5. The learning effect of the designed materials Table 6. Learner ’ s satisfaction for CPR training course Questions Strongly agree AgreeNeutralDisagree Strongly disagree Means 1.Would you consider video with annotation could increase motivation for learning CPR? 4 33.3% 8 66.7% 0 0.0% 0 0.0% 0 0.0% 4.33 2. Adding some annotations on the video whether annotations enhanced your learning? 5 41.7% 6 50.0% 1 8.3% 0 0.0% 0 0.0% 4.33 3. Would you consider the textual annotations could help remember the CPR steps? 3 25.0% 7 58.3% 2 16.7% 0 0.0% 0 0.0% 4.08 4. Would you consider the graphic annotations could help understand the CPR skill? 5 41.7% 6 50.0% 0 0.0% 1 8.3% 0 0.0% 4.25 Table 7. Learner ’ s satisfaction for video annotation materials

13. 13 Conclusion 1.We evaluate the learning effect about video annotation among two types of multimedia materials. 2.Video annotation material could reduce cognitive load and achieve the best learning performance among three types materials. 3. Annotations have a positive impact for learning CPR.

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