Effects of interactive transcripts and key-point annotations on english as a second language students’ learning performance using open educational resources instructional videos
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This study investigated the effects of two onscreen text options, interactive transcripts and key-point annotations, on the learning performance of English as a second language students by using open educational resources instructional videos. A pretest-posttest experimental design was used. Participants saw the same instructional videos in one of four randomly assigned treatment groups: 1) no onscreen text support option; 2) interactive transcript; 3) key-point annotations; and 4) both interactive transcript and key-point annotations. Results of a 2 X 2 ANCOVA indicated that the effect of either interactive transcripts or key-point annotations was dependent primarily on the pedagogy of a set of instructional videos. Key-point annotations, but not interactive transcripts, significantly affected students learning performance when the video instructor spoke clearly and used real-life examples. Key-point annotations, interactive transcripts, or both did not significantly affect students learning performance when video instruction lacked practical examples and used audio narration that was too fast. Review of participants' opinion data indicated that learning experiences were affected primarily by learner control through video interactivity, video instructional design, and limited internet access.