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Educational handheld video: Examinin...

University of Central Florida.

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Educational handheld video: Examining shot composition, graphic design, and their impact on learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Educational handheld video: Examining shot composition, graphic design, and their impact on learning./
Author:	Hutchens, Jason Scott.
Description:	180 p.
Notes:	Adviser: Rosemarye Taylor.
Contained By:	Dissertation Abstracts International70-01A.
Subject:	Design and Decorative Arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3340989
ISBN:	9780549959526

Educational handheld video: Examining shot composition, graphic design, and their impact on learning.
Hutchens, Jason Scott.

Educational handheld video: Examining shot composition, graphic design, and their impact on learning. - 180 p.

Adviser: Rosemarye Taylor.

Thesis (Ed.D.)--University of Central Florida, 2008.

Formal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999; Sherman & Etling, 1991; Tannenbaum & Fosdick, 1960; Wagner, 1953). This study examined formal features within the context of the newly emerging distribution method of viewing video productions on mobile handheld devices. Shot composition and graphic design were examined in the context of an educational video to measure whether or not they had any influence on user perceptions of learning and learning outcomes. The two formal features were modified for display on 24 inch screens and on 3.5 inch or smaller screens. Participants were shown one of the four modified treatments, then presented with a test to measure whether or not the modified formal features had any impact or influence on learning outcomes from a sample of 132 undergraduate college students. No significant differences were found to occur as a result of manipulation of formal features between the treatment groups.

ISBN: 9780549959526Subjects--Topical Terms:

1020245
Design and Decorative Arts.

Educational handheld video: Examining shot composition, graphic design, and their impact on learning.
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245 1 0 $a Educational handheld video: Examining shot composition, graphic design, and their impact on learning.
300 $a 180 p.
500 $a Adviser: Rosemarye Taylor.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0020.
502 $a Thesis (Ed.D.)--University of Central Florida, 2008.
520 $a Formal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999; Sherman & Etling, 1991; Tannenbaum & Fosdick, 1960; Wagner, 1953). This study examined formal features within the context of the newly emerging distribution method of viewing video productions on mobile handheld devices. Shot composition and graphic design were examined in the context of an educational video to measure whether or not they had any influence on user perceptions of learning and learning outcomes. The two formal features were modified for display on 24 inch screens and on 3.5 inch or smaller screens. Participants were shown one of the four modified treatments, then presented with a test to measure whether or not the modified formal features had any impact or influence on learning outcomes from a sample of 132 undergraduate college students. No significant differences were found to occur as a result of manipulation of formal features between the treatment groups.
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