The Effects of Integrating Synonyms Annotation on English Video Learning for Content Understanding, Vocabulary Learning and Cognitive Loading

• Main Authors: Ying-HongWu, 吳盈宏
• Other Authors: Tzone-I Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/c82z3u

碩士 === 國立成功大學 === 工程科學系 === 102 === Recently, English video learning has become a trend. The most difficult to EFL learners is the lack of vocabulary ability when watching English videos. It results that learners can not understand the content of the video completely. Therefore, some scholars provide the word annotation for learners to help them understand the content of the video. However, if provide a complete explanation of the word, it would bring too much message and lead to increase learners’ cognitive load. Therefore, we integrate synonym annotation on video learning to reduce message and decrease the learners’ intrinsic cognitive load from video annotation. So that learners can learn the words and the knowledge in the video effectively. To compare synonym annotation and word-explanation annotation in video learning, we design two experiments to discuss learners’ effectiveness of learning and cognitive load. According to the experimental results, we find: (1) Learners can learn vocabulary with synonym annotation. (2) There was significant in difficult video learning. Learners can understand the content of videos more easily with synonym annotation. (3) Synonym annotation can reduce learners’ cognitive load effectively. (4) There is a negative relationship between learners’ learning effectiveness and cognitive load. When learners watch videos with synonym annotation, synonym annotation can reduce the message of word explanations in video learning and decrease learners’ intrinsic cognitive load from video annotation. Learners can increase the comprehension of content video content and learn effectively.