Modifications of education and learning must be made because of the industrial revolution that continues to advance and develop so a teacher needs to prepare himself with science and teaching skills ...in the 21st century without losing the principles and character of traditional Islamic education. Likewise, with the use of media in learning, teachers are required to be able to innovate by utilizing existing technology so that students can get knowledge, expertise, or behavior from the results of the learning carried out. This research was conducted to develop educational videos using iSpring suite software that can be used in the face-to-face learning process, online learning, or independent learning, as well as to see its validity and practicality. The type of research used is research and development by applying 4D models (define, design, develop, and disseminate). The results showed that the educational videos that have been developed are needed by teachers and students and are declared very valid and very practical so that learning is more varied, interesting, and efficient and can be used independently or in groups anytime and anywhere without using the internet because it is in the form of an APK. For face-to-face learning, the learning media that has been designed is published in HTML while for self-study it into video form so that it can be opened on each student's Android.
Introduction: The coverage of the Covid-19 vaccination for the elderly in Indonesia is low, even though the elderly is a vulnerable group to the severity of Covid-19 infection and is the main focus ...for increasing their immunity. One of the efforts to increase interest, perception, and implementation of the Covid-19 vaccination in the elderly is by providing education through Javanese-language videos. This study aimed to determine the effect of educational videos with Javanese language on the perception, interest, and implementation of the Covid-19 vaccination in the elderly.
Method: The research used a pre-experimental design with one group pre-post test. The population were 182 elderly. The samples of this research were 125 elderly who had not been vaccinated and selected using the cluster random sampling. This research was conducted in Karangdayu Village, Baureno District, Bojonegoro Regency from March to June 2023. The intervention was in the form of playing educational videos with Javanese language about Covid-19. The data were taken through a questionnaire, and then analyzed using the Wilcoxon and McNemar tests (α ≤0.05).
Result: The results showed that there was an effect on changes in the perceptions and interests of the elderly in Karangdayu Village, Baureno District, Bojonegoro Regency after being given educational videos about Covid-19 vaccination (p=0.001). Educational videos are effective in increasing the perception and interest of the elderly for the Covid-19 vaccination, and statistically affecting the implementation of the Covid-19 vaccination in the elderly. However, descriptively, providing educational videos in Javanese language has not been able to maximize the number of elderly people to administer the Covid-19 vaccine. It is necessary to study in more depth about the factors that affect the implementation of Covid-19 vaccinations in the elderly besides interests and perceptions.
Numerous studies were conducted to investigate how recipients are affected by the miscellaneous characters in multimedia. However, there is a lack of research concerning the connection between ...parasocial processes and learning performances. This study aims to investigate the influence of addressing (as a social encounter of parasocial interaction) on learning performance in an educational video. Addressing was operationalized by manipulating proximity (near vs. far) and orientation (frontal, vs. lateral) of a presented lecturer. We conducted an experiment with 88 participants who were randomly assigned to one of the four experimental groups. Results revealed a large significant orientation effect for retention performance with higher learning outcomes for frontal orientation. Proximity did not significantly influence learning outcomes. Results were interpreted suggesting perceived parasocial interaction which was enhanced in the frontal condition. Parasocial interaction might lead to deeper cognitive processing and affective states which are beneficial for learning. The findings of this study show that learning is fostered by personae in educational learning environments by giving learners the impression to be addressed directly through eye contact.
•Frontal orientation enhances parasocial processes.•Study provides the first evidence that addressing of personae is useful to enhance retention performance.•Practical implications refer to the presentation of social entities in video based educational environments.
Introduction: The tobacco production process has a negative health impact on tobacco workers. Every day, tobacco farmers who plant, process, and harvest can absorb as much nicotine as the amount of ...nicotine found in 50 cigarettes. Therefore, tobacco farmers are at risk of acute nicotine poisoning known as Green Tobacco Sickness (GTS). The aim of the study was to determine the effect of educational videos on increasing tobacco farmers’ knowledge of first aid for GTS in Kedungadem Village, Kedungadem District, Bojonegoro Regency. Method. This research used pre-experimental one group pre-test post-test design. The population was 129 tobacco farmers. The sample was 97 tobacco farmers who were recruited by cluster random sampling. The data were obtained by a questionnaire and analyzed by paired t-test (α≤0.05). Result. The results showed that 63 farmers (64.5%) had a low level of knowledge before educational videos were played and increased to 84.5% after the videos were played. The results of the paired t-test indicated that there was an effect of educational videos on tobacco farmers’ knowledge of first aid for GTS (P = 0.000). Conclusion. Health education using videos can increase tobacco farmers' knowledge about first aid for GTS. Videos can be used as alternative media for providing health education to the community. Further researchers can provide a control group and/or using a different method.
The literature provides some evidence for the effectiveness of online educational videos in students' learning. Also, general features of educational videos such as production style and video length ...were investigated to some extent. However, the actual cognitive features of educational videos available on the Internet have remained almost untreated, so far. The main goal of this study is to use learning analytics to investigate how far educational videos on YouTube support cognitive features –as formulated in the cognitive theory of multimedia learning– and how far these features support students' learning. We measure the Video Cognitive Value (VCV) by viewers' rating, particularly using the number of Likes based on a survey that we conducted to understand the semantics of Likes and Dislikes of YouTube's educational videos. Then, a sample of 105 videos was collected and analyzed with respect to cognitive features. A regression analysis showed that only four out of ten investigated features are significant for VCV (pretraining, modality, spatial contiguity, and embodiment) and the regression model could only explain 63% of the data variance. Further tests were performed to include other factors such as the video production style, the video length, the talking speed, the gender of the speaker, and whether she/he speaks English as native language. The expanded model showed only a slightly improved adjusted R-square value (68%). These results suggest that further research is required to identify and specify additional cognitive features in educational videos towards deeper understanding of the video cognitive value.
•Principles of Cognitive Theory of Multimedia Learning are only partially significant for online videos’cognitive value.•Content understanding seems to be the most relevant reason for liking an educational video on YouTube.•The speaker’s gender is not relevant for liking or disliking an educational video on YouTube.•Videos by native speakers or with higher talking rates are more likely to be liked.•Disliking YouTube's educational videos seems to be arbitrary and useless for analytics.
Lecturers in educational videos often use gestures to emphasize what has been said or highlight learning relevant information, which is visible on the screen. However, differences in types of ...lecturer gestures, such as rhythmic (beat) gestures and signaling (deictic) gestures, have not been investigated thoroughly yet concerning human lecturers in educational videos. In two experiments (N1 = 108; N2 = 121), participants received an educational video about weather phenomena (Experiment 1) or the industrial revolution (Experiment 2). Videos were manipulated in terms of the type of lecturer's gestures in the video (beat gestures vs. deictic gestures vs. no gestures). Learning outcomes, mental load and effort, parasocial interaction, social presence, affective rating, and agent-persona perception (Experiment 2) were measured. Results indicated a significant effect of gestures on retention performance in both experiments. In line with the signaling principle, deictic gestures enhanced learning outcomes. In contrast, beat gestures did not foster learning in comparison with a video without gestures. These results are interpreted considering lower mental load, higher social presence, and parasocial interaction in the signaling condition. In particular, attention towards the lecturer was significantly enhanced in the condition with deictic gestures in both experiments.
•Deictic gestures but not beat gestures enhance learning outcomes.•Signaling visual material through deictic gestures enhance attention and social presence.•Agent-persona perception is influenced by gestures of a lecturer.•Evidences for the signaling but not for the embodiment principle were found.
The emotional design hypothesis states that features in digital learning materials can elicit emotional reactions. Voice-related cues, such as enthusiastic accentuations are getting more into the ...focus of research. These emotion-related cues have to be additionally processed to the relevant instructions while learning, so that the overall amount of to-be-processed information might be a moderator of the effect of emotional cues. One hundred eighteen participants were assigned to one cell of a two (enthusiasm of a pedagogical agent: enthusiastic vs. neutral) × two (mental load in the working memory of the learner: high vs. low) factorial between-subjects design. Regarding the multiple-choice learning test, results revealed that learners with a neutral agent voice performed better in a high load condition, while learners exposed to an enthusiastic voice reached higher learning scores in a low load condition. However, this moderating effect of mental load could not be shown for open answer questions.
•Induced mental load moderates the effect of emotions on learning.•Enthusiasm through voice cues is beneficial for learning when learner experienced a low mental load.•Enthusiasm through voice cues is detrimental for learning when learner experienced a high mental load.•These interaction effects are reflected in measures of cognitive load and video rating.
The aims of the current research are to describe (1) the improvement of students’ writing persuasive paragraph skill; (2) the improvement of students’ learning attitudes after taking persuasive ...paragraph writing lessons with the Think Pair Share model and educational videos; (3) the increase of students’ learning motivation after taking persuasive paragraph writing lessons with the Think Pair Share model and educational videos. This is a quantitative and qualitative research, with the number of participants are 30 students from high school in Kairouan city. The instruments used to collect data were observation, questionnaires, interviews, and documentation. Based on the results of research that had been done, it was known that students’ skills in writing persuasive paragraphs had increased. It was known from the results of writing persuasive paragraphs in each cycle. In the pre-cycle, the average score of the students was 43.5. In the 1st cycle, the average score of students increased to 61.17. In the 2nd cycle, students got an average score of 64.83. In the 3rd cycle, the average score of students were 78.00. This proves that the results of writing persuasive paragraphs of students have increased in cycle I, cycle II, and cycle III.
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