Comparison between learning from video lessons with and without the visual of the teacher on Vectors in 3D and Calculus of Vector-Valued Functions
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The purposes of this research was to compare the learning achievement and learning satisfaction about 3D vectors and the calculus of the vector functions in Engineering Mathematics course after using videos created by Mayer's rules for multimedia design, with and without the picture of the teacher lecturing. The sample group was 373 students enrolled in Engineering Mathematics course, course code 511206, fall semester of the academic year 2020. The research used counter balancing design to reduce external factors. The research instruments consisted of Khan-style Tablet Drawing videos on the subject of vectors in 3D and the calculus of the vector functions, achievement tests and a questionnaire on leaning satisfaction with the created videos. The data was analyzed using the arithmetic mean, standard deviation and independent two sample t-test statistics. The results were as follows:
- Learning from video with or without the picture of instructor lecturing showed no difference on learning achievement.
- Students were satisfied with video learning created by Mayer's rules for multimedia design, both with and without the picture of the teacher lecturing at high level ( = 3.50, S.D. = 1.10).
- In terms of preference, most of the students replied that “prefer to learn with any kind of videos” and in terms of understanding, most of the students replied, “able to understand the subject from any type of videos.”
Therefore, in making lesson videos by using writing on the board for lectures, instructors may or may not include a picture of the teacher while narrating the contents. This will not significantly affect the learning and satisfaction of the learners.
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References
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