Explanatory videos as an alternative to text-based learning using the problem-solving methodology SPALTEN as an example

Abstract

While in school lessons informational texts are the dominant used media, explanatory videos are rare. It is unclear, whether there exists a difference in the learning effectiveness of the two media. This is investigated in an intervention-control group comparison with students (n=366) in science and technology lessons on the SPALTEN method. The measuring of the content performance and the subjective perception show no overall significant differences between the media used, nor in terms of subjective perception of comprehensibility, memorization, satisfaction and preparation quality. There are differences in subgroups (grade levels; task parts).