Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load. (April 2016)

• Record Type: Journal Article
• Authors: Kennedy, Michael J.; Hirsch, Shanna Eisner; Dillon, Sarah E.; Rabideaux, Lindsey; Alves, Kathryn D.; Driver, Melissa K.
• Is Part Of: Teaching of psychology. Volume 43:Number 2(2016:Apr.)
• Page Start: 153
• Page End: 158
• Publication Date: 2016-04
• Subjects: functional behavior assessments -- multimedia -- student knowledge -- podcasting -- cognitive load -- teacher education; Psychology -- Study and teaching (Higher) -- Periodicals; 150.711
• DOI: 10.1177/0098628316636295
• Languages: English
• ISSNs: 0098-6283

Abstract

The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students' knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition Podcasts (CAPs), this study utilized a pretest–posttest design across two groups of students. One group received instruction on FBAs in the form of a CAP, whereas the other group received a typical lecture (control comparison). Results revealed that members of the CAP group performed better on the posttest compared to the students who received the lecture when the pretest scores were controlled for previous knowledge. In addition, students in the CAP group had lower self-reported levels of cognitive load. Implications for the use of CAPs and future research are discussed.