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

2. 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

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

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

5. 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

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

7. 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

8. 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?

9. 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

10. 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

11. 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).

12. 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.

13. 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.

14. 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)

15. 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

16. 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].

17. 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 4
61.229
1.214
.328
Within Groups 27
50.419
Total 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.

18. 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

19. Questions? Mohamed Ibrahim Rebecca A. Callaway Aileen Watts
 Aileen Watts
Mohamed Ibrahim