Two patterns of Sequence of content (Hierarchical - Elaboration) in E-learning Environment based on Hypervideo and their effectiveness on developing the skills of producing virtual museums, creative self-efficacy, and enjoyment of learning among Instructional technology Female students and their perceptions to learning environment

Document Type : Original Article

Author

Lecturer of Instructional Technology, Faculty of Women - Ain Shams University

Abstract

The current research aimed to reveal the effectiveness of designing two patterns of sequence of content (Hierarchical - Elaboration) in e-learning environment based on Hypervideo on developing virtual museum production skills, creative self-efficacy, and the enjoyment of learning among female students of educational technology and their perceptions of the learning environment. The research’s sample consist of total number (16) female students at the 3rd grade, instructional technology branch in college of women, Ain Shams University, during the academic year 2022-2023, They have been divided in to two experimental groups, each group consisted of (8) students, The 1st experimental group received teaching by the hierarchical sequence of content in the hypervideo, While the 2nd one received teaching by the Elaboration sequence of content in the hypervideo. The research’s tools included Performance observing card for the skills of producing virtual museum, the virtual museum production quality evaluation card, Creative self-efficacy Scale, Enjoyment of learning Scale, Female Students’ perceptions questionnaire. Firstly, The research’s results revealed: There is a statistically significant difference between the post-measurement and the level of mastery for the second group students in developing the skills of producing virtual museums, and product quality in favor of the post-measurement, and there is no statistically significant difference between the post-measurement and the level of mastery for the first group students in developing  the skills of producing virtual museums, and product quality, The result also showed that there is no statistically difference between both experimental groups in the post-measurement for developing the skills of producing virtual museums, and there is statistically difference between both experimental groups in the post-measurement of product quality in favor of the second group. It also revealed there is a statistically significant positive correlation between the development of virtual museum production skills and product quality. Secondly, there is a statistically significant difference between the pre & post-measurement for both experimental groups in creative self-efficacy in favor of the post-measurement, the results also revealed there is a difference between the both groups in the post-measurement of creative self-efficacy in favor of the second group. Furthermore, the results revealed a statistically significant positive correlation between the acquisition of virtual museum production skills and creative self-efficacy. Third: There is a statistically significant difference between the pre & post-measurement for both experimental groups in the enjoyment of learning in favor of the post-measurement, as well as There is no difference between the both experimental groups in the post-measurement of the enjoyment of learning. Finally, both groups showed positive perceptions towards the use of hypervideo, the quality of link content, and design hypervideo sequence of content.

Keywords

References

Abbott ,D. (2010). Constructing a creative self – efficacy inventory: A mixed methods inquiry. Ph.D. thesis, Nebraska University, USA.
Al Najdi, K. & Bannon, F. (2003). Using on line museums to teach art in Kuwait public school. Research for education and arts., 9(9), 10-11.
Aldhamit, Y., Albdour, N. & Alshraideh, M. (2020). Creative Self-Efficacy and Its' Relationship to Intellectual Stress among Gifted Students at the Jubilee School, World Journal of Education, 10(3):208, DOI: 10.5430/wje.v10n3p208
Alexiou, A. Schippers, M., & Oshri, I. (2012). Positive psychology and digital games: the role of emotions and psychological flow in serious games development. Psychology, 3(12), 1243–1247.
Anggarwati, A. & Eliyana, A. (2015). The influence of creative self-efficacy towards creativity with job satisfaction as intervening variable at pt. International Journal in Economics and Business Administration, 3(1), 90-99.
Apostu, S., Al-Nuaimi, A., Steinbach, E. (2013). Towards the design of an intuitive multi-view video navigation interface based on spatial information, proceeding of the 15th international conference on Human-computer interaction with mobile devices and services, New York, USA.
Arrigo, O., (2016). Hypervideo-based Learning Scenarios in Vocational Education and Training, Available at: http://www.gessdubai.com/hypervideo-based-learning-scenarios-vocational-education-and-training
Aubert, O., Champin, P.A., Prie, Y.& Richard, B. (2008). Canonical Processes in Active Reading and Hypervideo Production, Multimedia Systems 14(6):427-433. DOI: 10.1007/s00530-008-0132-2
Azmy, N. (2013). Interaction effects of Hypervideo Navigation Variables in College Students' Self-Regulated Learning. Journal of Educational Multimedia and Hypermedia, 22(2), 113-146. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/39178/
Babateen, H. M. (2011). The role of Virtual Laboratories in Science Education, 5th International Conference on Distance Learning and Education, Singapore, vol.12, Page 89: 93.
Balfanz, D. & Finke, M., (2004). Hyper video. Available at: http://www.gdv.de/zgdv/departments/z3/z3Projects/MOVieGoer/index_html_en.
Becker, L. A., (1999). Effect size Calculators, Colorado Springs University, available:https://www.uccs.edu/~lbecker/ ,USA.
Bernard. J. (2010): Motivation in Foreign Language Learning: The Relationship between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment. Dietrich College of Humanities and Social Sciences, Carnegie MellonUniversity.from http://repository.cmu.edu/cgi/viewcontentcgi ?article=l077&context=hsshonors.
Busson, A., Damasceno, A., Azevedo, R., Neto, C., Sousa Lima, T.& Colcher, S. (2017). A Hypervideo Model for Learning Objects, HT’17, July 4-7, Prague, Czech Republic, 9P. DOI: 10.1145/3078714.3078739
 Cattaneo, A. A., Nguyen, A. T., & Aprea, C. (2016). Teaching and learning with hypervideo in vocational education and training. Journal of Educational Multimedia and Hypermedia, 25(1), 5-35
 Cattaneo, A.A.P., van der Meij, H. & Sauli, F., (2018). An Empirical Test of Three Instructional Scenarios for Hypervideo Use in a Vocational Education Lesson, Computers in the Schools, Volume 35, 2018 - Issue 4, Pages 249-267.
Chambel, T. & Guimaraes, N. (1999). The role of hypervideo in learning environments. In ˜ Proceedings of WebNet World Conference on the WWW and Internet 1999. Association for the Advancement of Computing in Education (AACE), Chesapeake, VA, 1672. Retrieved from http://www.editlib.org/p/7587
Chambel, T. & Guimaraes, N. (2002). Context perception in video-based hypermedia spaces. In ˜ Proceedings of the 13th ACM Conference on Hypertext and Hypermedia (HYPERTEXT’02). ACM, New York, NY, 85–94. DOI: http://dx.doi.org/10.1145/513338.513365
Chambel, T. Zahn, C.& Finke, M. (2004). Hypervideo design and support for contextualized learning. " IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings., Joensuu, Finland, 2004, pp. 345-349, doi :10.1109/ICALT.2004.1357433.
Chambel, T. Zahn, C.& Finke, M. (2006). Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building, https://www.igi-global.com/book/cognitively-informed-systems/159. DOI: 10.4018/978-1-59140-842-0.ch002
Chang, F. (2003). Information – Seeking on the world wide web: The effects of  searching and browsing strategies an on Navigational patterns and mental model of Navigation in the world wide web environment. Journal of Educational Technology, 64(9). 23-45.
Chang, Y.-S., Chen, M. Y.-C., Chuang, M.-J., & Chou, C.-H. (2019). Improving creative self-efficacy and performance through computer-aided design application. Thinking Skills and Creativity, 31, 103-111.
Charles, W. (2012). Immigrant adolescent perceptions of parental and teacher autonomy: Effects of intrinsic motivation, engagement, and self-regulated learning, A doctoral dissertation, the Graduate School of Education, Fordham University, New York.
Chen, Y. T. (2012). Astudy of learning effects on e-learning with interactive thematic video. Journal of Educational Computing Research, 47(3), 279-292.
Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I. E. (2009). Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40(6), 1124-1134.
Chin, Y. (2013). The relationship between undergraduate students' creative self-efficacy, creativity ability and career self -management. International Journal of Academic Research in Progressive Education and Development, 2(2), 181-193.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076
Cooper, S. (2018). Delivering student feedback in higher education: the role of podcasting. Journal of Music, Technology and Education, 1(2), PP. 153–165
 
 
Cuka, K., & Bufasi, E. (2022). Hyper Video for Improving Students’ Math Performance, European Journal of Education and Pedagogy, September 2022, Vol 3, Issue 5, DOI:10.24018/ejedu.2022.3.5.430
Davidson, S. (2018). Multi-dimensional model of enjoyment: Development and validation of an enjoyment scale. [Unpublished Doctoral Dissertation], Embry-Riddle Aeronautical University, Florida.
Debevc, M., Safaric, R. & Golob, M. (2008). Hypervideo application on an experimental control system as an approach to education, Computer Applications in Engineering Education 16(1):31 – 44, DOI:10.1002/cae.20116
Delillo, T, Houghton, J,& Dawley, D., (2011). Narrowing the creativity gap: the moderating effects of perceived support for creativity self-efficacy, The Journal of Psychology, 145 (3), 151- 172
DeRose  S. J. (1989). Expanding the Nation of links, proceeding of the second annual ACM conference on Hypertext, United States.
Dewaele, J. (2021) Enjoyment. In S. Li, P. Hiver & M. Papi (Eds.). The Routledge Handbook of Second Language Acquisition and Individual Differences (PP.1- 33). Routledge.
Diamond, R. (1998). Designing Assessing Courses Curricula, San Francisco, Jossey-Bass.
Doherty, J., Girgensohn, A., Helfman, J., Shipman, F.& Wilcox, L. (2003). Detail-on-demand hypervideo. In Proceedings of the 11th ACM International Conference on Multimedia (MULTIMEDIA’03). ACM, New York, 600–601. DOI: http://dx.doi.org/10.1145/957135.957140
Elgazzar, A. E. (2014). Developing E-Learning Environments for FieldPractitioners and Developmental Researchers:A Third Revision of an ISD Model to Meet E-Learning and Distance Learning Innovations, Scientific Research, 2, 29-37. http://dx.doi.org/10.4236/jss.2014.22005
Evans, C. & Edwards, M. (1999). Navigational Interface Design for Multimedia Courseware, Journal of Educational Multimedia and Hypermedia, 8(2), 150-174.
Farmer, S. & Tierney, P. (2017). Considering Creative Self- Efficacy: Its Current State and Ideas for Future Inquiry. In Karwowski, M. & Kaufman, J. (eds), The creative self. (pp. 23-47). London: Academic Press. http://dx.doi.org/10.1016/B978-0-12-809790-8.00002-9.
Fencl, M. J. (2013).Fun and Creative Unit Assessment Ideas for All Students Physical Education in available at https://www.tandfonline.com/doi/abs/10.1080/07303084.2014.85589
Finke, M. (2005). Unterstützung des kooperativen Wissenserwerbs durch Hypervideo-Inhalte. Doctoral Dissertation, Technische Universität Darmstadt.
Finke, M.& Wichert, R. (2003). Augmented Reality and Hypervideo Supporting Distributed Communities for Education Training, Available at:  Augmented Reality and Hypervideo Supporting Distributed Communities for Education Training (researchgate.net)
Gange, R. & Briggs, J. (1979). principles of instruction design ,New York ,Hold Rinehrt & Winston.
Girgensohn, A., Shipman, F. & Wilcox, L., (2006). Hypervideo Summaries. Available at: http://www.fxpal.com/publications/FXPAL-PR-03-221.pdf.
Girgensohn, A., Wilcox, L., Shipman, F.& Bly, S. (2004). Designing Affordances for the Navigation of Detail-on- Demand Hypervideo. Proceedings of the working conference on Advanced visual interfaces, Association for Computing Machinery, New York, NY, USA, https://doi.org/10.1145/989863.989913
Grover, J. & Batra, C. (2014). Effect of Interactive Hypermedia Program on Mathematics Achievement in Relation to Locus of Control. International Journal of Technological Exploration and Learning (IJTEL), Vol.3., No.2.
Guimarães, N., Chambel, T., & Bidarra, J. (2000). From cognitive maps to hypervideo: Supporting flexible and rich learner-centred environments. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2), 1-7
Hammoud, R. (2006). Interactive video: algorithms and technologies, signals and communication technology, Springer, Berlin, pp212-221.
Hartley, D. (2006). Excellence and enjoyment: The logic of a ‘contradiction’. British Journal of Educational Studies, 54(1), 3–14. https://doi.org/10.1111/j.1467-8527.2005.00331.x
 
Hoffmann, P., Kochems, T.& Herczeg, M. (2008). “HyLive: Hypervideo-Authoring for Live Television”. Conference: Changing Television Environments, 6th Europen Conference, EUROITV 2008, Salzburg, Austria, July 3-4, 2008, pp51-60. DOI: 10.1007/978-3-540-69478-6_6
Holbrook, C.& Oliva, E. (2002). A process Model of Network Navigation, New York.
Hsu, M., Sheng-Tsung, H., & Hsueh-Liang, F. (2011). Creative self- efficacy and innovative behavior in service setting: optimism as a moderator. Journal of Creative Behavior. 45 (4): 258-272.
Jager, J. (2012). Open Hypervideo as Archive Interface, Bachelor’s Thesis, Merz Akademie, University of Applied Arts.
Jenkins, K. (2004). The influence of parental attachment, gender and academic major choice on the career decision making self – efficacy of first – year African American college students. Unpublished doctoral dissertation, The Pennsylvania State university. -Journal of Psychology, 145 (3), 151–172.
Kelly, L. (2017). The virtual and augmented reality of museums. Museum Next 
Kort, B., Reilly, R. & Picard, R. W. (2001). An affective model of interplay between emotions and learning: reengineering educational pedagogy-building a learning companion, Proceedings IEEE International Conference on Advanced Learning Technologies, Madison, WI, USA, 2001, pp. 43-46, doi:10.1109/ICALT.2001.943850.
Lee, C., & Bobko, P. (1994). Self-efficacy beliefs: Comparison of five measures. Journal of Applied Psychology, 79(3), 364–369. https://doi.org/10.1037/0021-9010.79.3.364
Leiva, L.& Vivó, R. (2013). Web browsing behavior analysis and interactive hypervideo, ACM Transactions on the Web (TWEB), 7 (4), 1-28.
Lenhard, W. &Lenhard, A. (2016). Calculation of Effect Sizes. available: https://www.psychometrica.de/effect_size.html. Dettelbach (Germany): Psychometrica. DOI:10.13140/ RG. 2.1.3478.4245
Li, Y., Rizzo, G., Troncy, R., Wald, M.& Wills, G. (2012). Creating Enriched You Tube Media Fragments With NERD Using Timed-Text, Conference: 11th International Semantic Web Conference (ISWC).
Liddo, A. D., Souto, N. P. & Plüss, B. (2021). Let's replay the political debate: Hypervideo technology for visual sensemaking of televised election debates, International Journal of Human-Computer Studies, Volume 145, https://doi.org/10.1016/j.ijhcs.2020.102537.
Liu, M., Rosenblum, A., Horton, L.& Kang, J. (2014): Designing Science Learning with Game- Based Approaches, Computers in the Schools, Vol. 31, No. 1, 84-102.
Macia, S. A.& Pascual, P. B. (2011). Video Moodle: Active ELearning through Hypervideo, Available at: https://www.researchgate.net/publication/230719930_VideoMoodle_Active_ELearning_Through_Hypervideo  
Manasia, L. (2015). Enjoyment of learning in upper secondary education. An exploratory research. Procedia-Social and Behavioral Sciences, 180, 639- 646. doi:10.1016/j.sbspro.2015.02.172.
Mayer, R.E. (2009). Multimedia Learning. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139164603
Meixner, B. (2017). Hypervideos and Interactive Multimedia Presentations, ACM Computing Surveys, Vol. 50, No. 1, Article 9, pp 1–34, https://doi.org/10.1145/3038925
Michael, D.W. (2011). Some critical issues for future research in creativity. In.S.Isaksen (Ed.), Frontiers of creativity research: Beyond the basics. Buffalo, NY: Bearly Limited, 120-130.
Moos, D. C., & Azevedo, R. (2009). Learning with Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy. Review of Educational Research, 79(2), 576–600. Available at: http://www.jstor.org/stable/40469049
Mujacic, S. & Debevc, M. (2007). A formal approach to hypervideo design. In Proceedings of the 14th International Workshop on Systems, Signals and Image Processing, 2007 and 6th EURASIP Conference Focused on Speech and Image Processing, Multimedia Communications and Services. IEEE, 189–192. DOI: http://dx.doi.org/10.1109/IWSSIP.2007.4381185
Neng, L.A. & Chambel, T. (2010). Get Around 360° hyperviveo. International Conference on Entertainment and Media in the Ubiquitous Era, New York, USA, 119-122. DOI:10.1145/1930488.1930512
Ordelman, R.J.F,  Eskevichm M. & Aly, R.  (2015). Defining and Evaluating Video Hyperlinking for Navigating Multimedia Archives, International World Wide Web Conference Committee, May 18-22,2015, Florence, Italy.
Palaigeorgiou, G., Lemonidis, C. & Cloprtsidou, I. (2018). Computational Estimation in the Classroom with Tablets, interactive selfie video and self-regulated learning, International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). At: Thessaloniki, Greece.
Palaigeorgiou, G., Papadopoulou, A., & Kazanidis, I. (2019). Interactive video for learning: a review of interaction types, commercial platforms, and design guidelines. In: Tsitouridou, M., A. Diniz, J., Mikropoulos, T. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_38
Papadopoulou, A.& Palaigeorgiou, G. (2016).  Interactive video, tablets and self-paced learning in the classroom: preservice teachers perceptions. International Association for Development of the Information Society.
Parry, R. (2014). Museums in a digital age. Routledge.
Perini, M., Cattaneo, A. A., & Tacconi, G. (2019). Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study. International Journal of Educational Technology in Higher Education, 16(1), 1-16.
Phelan, S. (2001). Developing creative competence at work: The reciprocal effects of creative thinking, self-efficacy and organizational culture on creative performance. Dissertation Abstracts International, 62(2), 1059B. (UMI No. AA13003909).
Pieper, L., Fischer, R. & Hasenknopf, H. (2020, July 16-20). "Innovation? Yes, I can"-individually perceived creative self- efficacy as an effect of vividness targeting creativity methods [Conference session]. Virtual Conference on The Human Side of Service Engineering. https://doi.org/10.1007/978-3-030-51057-2.
Remond, R, J, (2007). Impact of teacher preparation upon teacher self efficacy, Presented at the Annual Meeting of the American Association for Teaching and Curriculum at Cleveland, Ohio, October 5, 2007.
Rieber, L., P. & Noah, D. (2008) Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77–92.
Sadallah, M. & Aubert, O. (2012). CHM: An annotation- and component-based hypervideo model for the web, Available at: http://liris.cnrs.fr/advene//chm/chm.html,
Sadallah, M., Aubert, O. & Prie, Y. (2011).Hypervideo and Annotations on the Web, Austria, 8 Sept, 2011 Workshop on Multimedia on the Web MMWeb 2011, DOI: 10.1109/MMWeb.2011.14
Sauli, F., Cattaneo, A.& van der Meij, H. (2018) Hypervideo for educational purposes: a literature review on a multifaceted technological tool, Technology, Pedagogy and Education, 27:1,115-134,  DOI: 10.1080/1475939X.2017.1407357.
Sawhney, N., Balcom, D., & Smith, I. (1996). Hyper Cafe: narrative and aesthetic properties of hypervideo. In Proceedings of the seventh ACM conference on Hypertext (pp. 1-10)
Sawhney, N., Balcom, D., & Smith, I. (1997) . Authoring and navigating video in space and time. IEEE Multimedia 4, 4 (1997), 30–39. DOI: http://dx.doi.org/10.1109/93.641877
Schattner, P. (2015): The Case for "Story- Driven" Biology Education, Journal of Biological Education, Vol. 49, No. 3, 334- 337.
Schneider, F. M., Weinmann, C., Roth, F. S., Knop, K., & Vorderer, P. (2016). Learning from entertaining online video clips? Enjoyment and appreciation and their differential relationships with knowledge and behavioral intentions. Computers in Human Behavior, 54, 475-482.
Schoeffmann, K., Hudelist, M. A., & Huber, J. (2015). Video interaction tools: a survey of recent work. ACM Computing Surveys (CSUR), 48(1), 1-34.
Schukajlow, S. & Rakoczy, K. (2016). The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics. Learning and Instruction, 44(1), 117- 127.   
Schunk, D. H. (2012). Learning Theories An Educational Perspective. Boston
Schwan S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots, Learning and Instruction, 14(3), June 2004, 293-305. https://doi.org/10.1016/j.learninstruc.2004.06.005
Shernoff, D., Csikszentmihalyi, M., Schneider, B. & Shernoff, E. (2003) Student engagement in high school classrooms from the perspective of flow theory, School Psychology Quarterly, 18(2), 158-176.
Shipman, F., Girgensohn, A.& Wilcox, L. (2005). Hypervideo expression: Experiences with Hyper-Hitchcock. In Proceedings of the 16th ACM Conference on Hypertext and Hypermedia (HYPERTEXT’05). ACM, New York, 217–226. DOI: http://dx.doi.org/10.1145/1083356.1083401
Simon, N. (2010). The participatory museum. Museum 2.0.
Smith, J. M. & Stotts, P. D. (2002). An extensible object tracking architecture for hyperlinking in real-time and stored video streams, Univ. of North Carolina at Chapel HillChapel Hill, NC 27599-3175, Technical Report TR02-017.
Smith, P.& Weidman, J. (1998). The effects Organization of Instruction on Cognitive Processing- Eric: ED 295664.
Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 57-76). Hillsdale, NJ: Lawerence Erlbaum Associates.
Stahl, E.; Zahn, C. & Finke, M. (2005) How Can We Use Hypervideo Design Projects to Construct Knowledge in University Courses, conference on Computer support for collaborative learning, May 30 - June 04, International Society of the Learning Sciences, Pages 641-646.
Tang, M.; Hu, W. & Zhang, H. (2017). Creative self-efficacy from the Chinese perspective: Review of studies in mainland China, Hong Kong, Taiwan, and Singapore. In Karwowski, M. &Kaufman, J. (Eds.), The creative self (pp. 237-257). London: Academic Press. http://dx.doi.org/10.1016/B978-0-12-809790-8.00013-3.
Tiellet, C. A., Pereira, A. G., Reategui, E. B., Lima, J. V., & Chambel, T. (2010, June). Design and evaluation of a hypervideo environment to support veterinary surgery learning. In Proceedings of the 21st ACM Conference on Hypertext and Hypermedia (pp. 213-222).
Tierney, P., & Farmer, S. M.(2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6),1137- 1148
Tran, H. (2014). Hypervideo: The Future of E-learning, Master’s Thesis, Athabasca, Alberta.
Wilk, S., Kopf, S.& Effelsberg, W. (2013). Social Video: A Collaborative Video Annotation Environment to Support E-Learning, Conference: Proc. of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EdMedia), pp. 1228-1237
William Renel (2019). Sonic Accessibility: lncreasing Social Equity Through the Inclusive Design of Sound in Museums and Heritage Sites Curator: The Museum Journal- VOL. 62, Issue. 3, Page 377: 402.
Winkler, T., Ide, M. & Herczeg, M. (2013). The Use of Hypervideo in Teacher Education, Conference: Association of Ubiquitous and Collaborative Educators International At: Cocoa Beach, Floyda, USA, DOI: 10.13140/2.1.3728.9765
Yang, J.& Chao, M. (2006). The Impact of three Navigation Models an student performance: A case study of a Hypermedia – Based Vocational High school in Taiwan, E-Journal of Instructional science and Technology, 53, 61-78.
Yousef, F., Chatti, A., Schroeder, U. (2014). Video-Based Learning: A Critical Analysis of the Research Published in 2003-2013 and Future Visions, the Sixth International Conference on Mobile, Hybrid, and On-line Learning, p.112- 119.
Yu, C. (2013). An empirical examination of a four-component of creative self-efficacy among undergraduate students. Journal of Applied Sciences, 13(19), 4092-4095. doi: 10.3923/jas. 2013.4092.4095.
 
 
 
Zahn C.& Fink, M. (2003). Collaborative knowledge building based on hyperlinked video, In: B. Wasson, R.Baggetun, U. Hoppe, S. Ludvigsen (Eds.): CSCL 2003 – Community Events. Communication and Interaction (pp. 173-175) Participation in knowledge building "revisited": Reflective discussion and information design with advanced digital video technology.
Zahn, C. (2003). Wissens-kommunikation mit Hypervideos, Waxmann Verlag.
Zahn, C., Barquero, B. & Schwan, S. (2004). Learning with Hyperlinked Video Design Criteria and Efficient Strategies for Using Audiovisual Hypermedia, Learning and Instruction, 14, pp. 275 – 291.
Zhou, J, Shin, S,& Cannella, J., (2008). Employee self- perceived creativity after mergers and acquisition: interactive effects of threat-opportunity perception, access to resources, and support for creativity, Journal of Applied Behavioral Science, 44,          397- 421.

Files

Share

How to cite

Statistics