Running head: RESEARCH ON VISUAL AND MEDIA LITERACY: USE OF VIDEO TO

SUPPORT INSTRUCTION

RESEARCH ON VISUAL AND MEDIA LITERACY

USE OF VIDEO TO SUPPORT CLASSROOM INSTRUCTION
Lametric Patterson
University of West Georgia

RESEARCH ON VISUAL AND MEDIA LITERACY: USE OF VIDEO TO SUPPORT

INSTRUCTION

Bal-Gezegin, B. (2014). An investigation of using video vs. audio for teaching vocabulary.
Procedia Social and Behavioral Sciences, 143, 450-457.
Description:
This study seeks to investigate the effectiveness of video vs. audio as mode for teaching
students English as a foreign language. While numerous studies exist to support the use of video
as a tool to enhance learning, specifically it provides authentic materials and use of the target
language (Bal-Gezegin, 2014), a study by Baltova (1994) concluded that video was not
effective in improving learning for second language learners of French. In addition to studying
the effectiveness of video in enhancing students learning, Bal-Gezegin investigates students
attitude towards and preference for the use of video vs audio materials.
Summary of Review of Literature
According to Bal-Gezegins brief-non-existent-review of literature, the advantages of
using video in the classroom to support language learning are significant particularly in the areas
of communicative teaching, intercultural communication, and its representation of the target
language and culture. According to a 2002 article written by Katchen, video provides authentic
language input in the classroom. Bal-Gezegin presents one contradictory research study, that
concluded, video material was not effective in fostering language learning for French
students, as his impetus for conducting his research. Absent from the review of literature is
additional research that challenges or provides alternate conclusions for the effectiveness of
video on language learning.

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Analysis of Methodology
Utilizing both qualitative and quantitative research methods, Bal-Gezegin, studied fifty
(50) Turkish university students, ages 17-22, enrolled in an English preparatory course at
Amasya University in Turkey. Students were divided into two groups: Group A and Group B and
participated in the non-blind study for approximately six weeks. Group A completed a section of
the course workbook using video only materials. Group B completed the same section of the
course workbook using audio only materials. Both groups completed twenty-five (25) item pre-,
post-, and delayed post-tests to measure their comprehension of vocabulary presented in the units
of study. In addition, five students from each group were selected to participate in one-on-one
thirty-minute interviews to examine their attitudes and preference for using video or audio only
course materials. Researchers used SPSS and Repeated Measure ANOVA tests to analyze the
quantitative data. Analysis of Group B data was conducted by a researcher involved with the
study and non-research participant. Recurring themes and patterns were identified by each
reviewer and later compared to create one list of frequent themes and patterns.
Summary of Results
The study concluded that students that utilized video only learning materials showed
better results on post and delayed post-tests than students who utilized audio only. The students
attitudes and preferences for video were more positive than student attitudes and preferences for
audio only. Researchers concluded that while this study can be considered a contribution to the
body of literature as it relates to the effect of video on language learning, broad generalizations
cannot be made due to its limited nature of context, participants, and video type.

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Opinion of Research
Although, Bal-Gezegin presented a thorough description of the methodologies employed
to gather and analyze the data, lacking from this study is a comprehensive review of historical or
current literature. Bal-Gezegin briefly discusses contradictory research studies at the end of the
research study, which indicated that context, participants, and type of video used can affect the
effectiveness of video in language learning.
Learned
As a result of reading this research study, I gained a greater appreciation for the
importance of having a comprehensive review of literature. A review of literature serves to put
the research in context. It substantiates the need and value of the research study presented. The
absence of a sufficient review of literature creates doubt or uncertainty in the credibility of the
research conclusions.
References

Baltova, I. (1994). The impact of video on the comprehension skills of core French students.
Canadian Modern Language Review, 50, 507-531.
Katchen, J. E. (1996). Using authentic video in English language teaching: Tips for Taiwans
teachers. Taipei: The Crane Publishing Company, Ltd. Video in ELTTheoretical and
Pedagogical Foundations. Proceedings of the 2002 KATE (The Korean Association of
Teachers of English) International Conference, 256-259.

RESEARCH ON VISUAL AND MEDIA LITERACY: USE OF VIDEO TO SUPPORT

INSTRUCTION

van der Meij, H. & van der Meij, J. (2014). A comparison of paper-based- and video tutorials for
software learning. Computers & Education, 78, 150-159.
Description:
This research was conducted to determine whether a video tutorial is an effective
alternative to paper-based tutorials more commonly used to deliver software instruction. This
study defines video as the combination of screen recorded demonstrations combined with
narration.
Summary of Review of Literature:
van der Meij and van der Meij present a balanced review of literature by presenting
theoretical arguments for paper-based, video, and mixed method tutorials for developing
procedural knowledge. A mixture of historical studies and recent research studies were presented
in the review of literature. In addition, the methodology used to explore the topic also varied.
Some studies compared web-based vs video, while others compared paper-based to video
tutorials, and other studies compared paper, video and mixed methods tutorials. The results of
the research reviewed were inconclusive and just as mixed as the methods used to explore the
topic.
Analysis of Methodology:
Four experimental conditions were used in this research study: paper only, paper
previews with video procedures, paper procedures with video previews, and video. The
participants were 111 fifth and sixth grade students, 55 males and 56 females from nine
classrooms across five elementary schools. Classroom participants were randomly assigned to
one of the four experimental groups. Participants completed a pre and post-test to measure their

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task performance. They also completed a questionnaire to measure their motivation for
completing assigned tasks. Participants completed the experiment in two sessions over the course
of two days. ANCOVAs, Tukeys LSD post-hoc test, Cohens d statistic, and a Levene test were
utilized to analyze the experiment data.
Summary of Results:
The research concluded there is a significant difference in training and post-training task
performance for participants who received video training vs paper only training. The most
significant difference appeared during the completion of tasks during the training phase. There
appeared to be no significant difference between performances within the mixed methods. The
presence of video appears to have been significant enough to create a difference between the
existence of some video vs paper only.
Opinion of Research:
The researchers presented a thorough and balanced review of literature. The research
presented was both historical and current. The study included a very detailed description of the
methods. The description of the procedures was a bit confusing at first, but after a more thorough
review, became clearer. The researchers also included a discussion of the limitations and
suggestions for future research. The research presented is valuable and has immediate and longterm implications for instructional designers.
Learned:
Because of the research presented, I learned of a set of design guidelines developed by
the authors for software training. According to van der Meij and van der Meij (2014), the
guidelines seek to maximize the strengths and minimize the weaknesses of video training in

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comparison to paper-based tutorials. I also learned of additional statistical tests used to analyze
data. I also recognized the differences between this article and the first article I reviewed.

RESEARCH ON VISUAL AND MEDIA LITERACY: USE OF VIDEO TO SUPPORT

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Gambari, A. I., Yaki, A. A., Gana, E. S., & Ughovwa, Q. E. (2014). Improving secondary
students achievement and retention in biology through video-based multimedia
instruction. Insight: A Journal of Scholarly Teaching, 9, 78-91.
Description:
This research article examines the effect of video-based multimedia instruction on
secondary students achievement and retention in biology. The authors of the study consist of
three university lecturers and a Senior Biology teacher in Minna, Nigeria. There has been a
consistent decline in student performance on the Senior School Certificate Examination in
biology with less than 50% of students passing between 2007 and 2011, according to the West
African Examination Council. Researchers seek to reverse this trend by investigating the
effectiveness of video-based multimedia instruction in biology.
Summary of Review of Literature:
A thorough review of the literature showed that Nigerian teachers adopt poor teaching
methods that make students passive rather than active learners. Teachers employ conventional
teaching methods consisting of lectures and direction instruction from the teacher. Research
supports the use of multimedia instruction for greater knowledge retention and improved
comprehension skills (Starbek, Eriavec, and Peklai, 2010). While there were some contradictions
regarding the use of animation, narration, and on-screen text vs animation and narration only, the
research supports the use of multimedia instruction as a way to improve learning outcomes.

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Analysis of Methodology:
The participants consisted of 120 (60 boys and 60 girls) Nigerian students randomly
selected from four secondary schools in Nigeria. The researchers utilized pretests and posttests to
measure learning outcomes of four groups of students: Groups I (animation + narration), II
(animation + on-screen text), III (animation + narration + on-screen text), and Group IV
(conventional teaching). Each group completed a 50-item Biology Achievement Test (BAT)
pretest. Thirty students in each group completed four weeks of treatment. At the completion of
instruction, students completed a 50-item multiple-choice BAT posttest. Four weeks after the
posttest, the same questions were shuffled and administered as a retention test. Researchers used
ANCOVA and Scheffes post-hoc analysis to analyze the data.
Summary of Results:
The results indicate a significant difference in student learning outcomes for students in
Groups I (animation + narration), II (animation + on-screen text), and III (animation +
narration + on-screen text), compared to group IV (conventional teaching), with students
receiving instruction via animation + narration + on-screen text out performing all groups on the
post-test. The retention results showed a significant difference between the three video-based
multimedia groups with group III (animation + narration + on-screen text) outperforming
groups I and II, as well as a significant difference between animation + narration + on-screen
text and conventional teaching methods.
Opinion of Research:
The researchers presented a thorough and balanced review of the literature. The research
was broad and deep enough to foster understanding of the topic and purpose for conducting the

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study. The research methods and data were presented in a clear and concise manner as well. The
research left me wondering if the on-screen text was beneficial because of the subject matter
studied or if its impact can be duplicated across all disciplines. I would also like to read
additional research or conduct research to determine what variables positively affect retention.
Learned:
I learned that a well-crafted literature review is important. I also learned of an additional
method of analysis, Scheffe post-hoc analysis.

References
Starbek, P., Eriavec, M. S., & Peklai, C. (2010). Teaching genetics with multimedia results in
better acquisition of knowledge and improvement in comprehension. Journal of
Computer Assisted Learning, 26(3), 214-224.

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Assignment Reflection
In completing this assignment, I noticed gaps in the research on the use of video to
enhance instruction and student learning outcomes. I noticed differences in the definition of
video and inconsistencies regarding the impact of video on student achievement. I found myself
wanting to conduct my own research on the topic. As I continue to develop multimedia tutorials
for students and teachers, I will have the results of the research articles in mind and alter my
practices based upon the researchwhich is the purpose of research.
There are several reference articles that I will review because of this assignment and
implement research recommendations in my practice of developing multimedia tutorials. For
example, van der Meij and van der Meij (2013) developed guidelines for strengthening video
tutorials and minimizing its inherent weaknesses. The use of animation + narration + on-screen
text in the Nigerian research study contradicts Mayers Theory of Multimedia Learning. I would
like to find out why. Is it a result of context or content? What do other research studies suggest in
regards to Mayers Theory?

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References
Bal-Gezegin, B. (2014). An investigation of using video vs. audio for teaching vocabulary.
Procedia Social and Behavioral Sciences, 143, 450-457.
Baltova, I. (1994). The impact of video on the comprehension skills of core French students.
Canadian Modern Language Review, 50, 507-531.
Gambari, A. I., Yaki, A. A., Gana, E. S., & Ughovwa, Q. E. (2014). Improving secondary
students achievement and retention in biology through video-based multimedia
instruction. Insight: A Journal of Scholarly Teaching, 9, 78-91.
Katchen, J. E. (1996). Using authentic video in English language teaching: Tips for Taiwans
teachers. Taipei: The Crane Publishing Company, Ltd. Video in ELTTheoretical and
Pedagogical Foundations. Proceedings of the 2002 KATE (The Korean Association of
Teachers of English) International Conference, 256-259.
Starbek, P., Eriavec, M. S., & Peklai, C. (2010). Teaching genetics with multimedia results in
better acquisition of knowledge and improvement in comprehension. Journal of
Computer Assisted Learning, 26(3), 214-224.
van der Meij, H. & van der Meij, J. (2014). A comparison of paper-based- and video tutorials for
software learning. Computers & Education, 78, 150-159.