Use of Embedded Headings and Intact Outline With Videotaped Instruction

Abstract

In this study we investigated which combinations of structural support involving embedded headings and intact outlines optimize immediate and delayed learning from videotaped instruction. One hundred twelve students viewed a videotaped lecture for a 2 x 2 x 2 design (Videotape: embedded headings vs. no embedded headings x Note Taking: outline framework vs. no outline framework x Test Taking: immediate testing without review of notes vs. delayed testing with review of notes). Our results indicated that the presence of both types of structural aids (headings and outline), or the absence of both, facilitated performance. The presence of only one aid in the absence of the other, however, debilitated performance. The present findings are discussed in terms of possible explanations of performance differences and their relevance for future research in the area of instruction and cognitive psychology.