The effect of film scenarios and annotation tools on video learning

Abstract

Streaming videos are commonly used. However, given that technology alone is not enough to improve learning effectiveness, it is important to understand what it is. In this paper, we investigated the effects of the video content style and the annotation tool on video learning outcomes and learning attitude. Results indicate that interesting stories embedded in drama-style videos could offer a meaningful context and structure for learners. However, we found that the video annotation tool did not help learners memorize the learning materials but affected their learning outcomes instead.