Effects of practice schedules in video tutorials for software training

Hans van der Meij*, Karlygash Nuketayeva

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

The present study assessed the effectiveness of video-based tutorials for software training in which three practice schedules (i.e., blocked, interleaved and hybrid) were systematically varied. Forty-nine participants studied the video tutorials and engaged in task practice to learn advanced formatting tasks for Word. The conditions were compared for processing of the videos and effectiveness judgments. Also, self-efficacy and knowledge development were assessed. No effect of practice schedule was found on video processing measures (i.e., total time, unique play time, replays). Self-efficacy development was positive and significant. For untrained items this development favoured the hybrid over the interleaved practice schedule. Effectiveness judgments were favourable and similar for the three conditions. Both conceptual and procedural knowledge development (during and after training) was significant. No effect of practice schedule on these developments was found.

Original languageEnglish
Article number104786
JournalComputers and Education
Volume199
DOIs
Publication statusPublished - Jul 2023

Keywords

  • Media in education
  • Teaching/learning strategies
  • UT-Hybrid-D

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