{"id":57531,"date":"2021-06-01T00:00:24","date_gmt":"2021-06-01T04:00:24","guid":{"rendered":"https:\/\/world.edu\/?p=57531"},"modified":"2021-05-31T15:48:17","modified_gmt":"2021-05-31T19:48:17","slug":"print-audio-or-video-which-media-to-choose-for-better-learning","status":"publish","type":"post","link":"https:\/\/world.edu\/print-audio-or-video-which-media-to-choose-for-better-learning\/","title":{"rendered":"Print, audio or video: which media to choose for better learning?"},"content":{"rendered":"

\"\"<\/p>\n

During the pandemic, many university professors abandoned traditional textbooks in favor of\u00a0digital documents<\/a>\u00a0or multimedia devices.<\/p>\n

As a\u00a0linguistics teacher<\/a>\u00a0, I compared electronic communications and printed texts from the point of view of learning.\u00a0Is the level of understanding of information the same depending on whether it is read on paper or on a screen?\u00a0And is listening or watching content as effective as reading texts to broach a subject?<\/p>\n

The\u00a0answer to<\/a>\u00a0these two questions\u00a0is generally “no”<\/a>\u00a0, which can be explained by a whole series of factors including less concentration, a state of mind inclined to entertainment and the tendency to do several things at the same time when you are. on the Web.<\/p>\n

Screen versus paper<\/h4>\n

For texts of at least a few hundred words, reading is more effective\u00a0on paper<\/a>\u00a0than on screen, in the majority of cases.\u00a0A finding that is based on a\u00a0wealth of research<\/a>\u00a0.<\/p>\n

The benefits of print are especially evident when moving from simple tasks – like identifying the main idea of \u200b\u200ba text – to tasks that require\u00a0mental abstraction<\/a>\u00a0– like drawing conclusions.\u00a0Reading on paper also increases the likelihood of\u00a0remembering details<\/a>\u00a0– like the color of a character’s hair – and of remembering\u00a0at what<\/a>\u00a0point\u00a0in<\/a>\u00a0history a certain event occurred.<\/p>\n

Numerous\u00a0studies<\/a>\u00a0show that\u00a0students<\/a>\u00a0often think that they will score better on a comprehension test if they read the text digitally.\u00a0However, it turns out that their success is greater when they have read a printed version.<\/p>\n

Education specialists should take into account that the method used for standardized tests influences the results.\u00a0For example, studies of\u00a0Norwegian high school<\/a>\u00a0and\u00a0American college students show<\/a>\u00a0even better results when the tests are administered on paper.\u00a0In the American study, the effects of numerical tests were more pronounced among students with poor reading scores, students learning English, and students enrolled in specialized devices.<\/p>\n

With my colleagues<\/a>\u00a0, we approached the issue\u00a0from another angle<\/a>\u00a0.\u00a0Rather than having students read a text and then submit them a test, we asked them how they perceived their learning overall depending on whether they used printed or digital reading materials.\u00a0High school and college students overwhelmingly found that reading on paper was more conducive to concentration, learning and memorization than digital reading.<\/p>\n

The discrepancies between the two categories of results are partly related to the physical properties of the paper.\u00a0With this medium, we literally have the text in our hands and a visual geography of very distinct pages emerges.\u00a0Most people\u00a0associate the memory of what they read<\/a>\u00a0with where it was in the book or on the page.<\/p>\n

But the state of mind in which one finds oneself, and the\u00a0\u201csuperficiality hypothesis\u201d<\/a>\u00a0as the\u00a0researchers<\/a>\u00a0call it\u00a0, are equally important.<\/p>\n

Podcasts and Videos<\/strong><\/h4>\n

With the rise of the\u00a0flipped classroom<\/a>\u00a0– where students listen to or view course content before coming to class – and the increase in the number of audio and video podcasts available online, many assignments including readings have been replaced by listening or viewing document.\u00a0A phenomenon that\u00a0accelerated<\/a>\u00a0during the pandemic with distance education.<\/p>\n

In a 2019 survey of Norwegian and American professors, my colleague from Stavanger University Anne Mangen and I found that\u00a032% of American teachers<\/a>\u00a0replaced texts with video documents and 15% did the same with video documents. audio documents.\u00a0The numbers were a bit lower in Norway.\u00a0But in both countries, 40% of participants who had changed their requirements in the past five to ten years said they gave fewer required readings.<\/p>\n

One of the main reasons for switching to audio and video is that students refuse to take these readings.\u00a0Although the problem\u00a0is far from new<\/a>\u00a0\u00a0;\u00a0a 2015 study of 18,000 students showed that only 21% of them actually took the required readings.<\/p>\n

Audio and video can sound more appealing than text, so professors are increasingly using these media, such as recommending listening to a\u00a0TED talk<\/a>\u00a0rather than\u00a0reading an article<\/a>\u00a0by the same author.<\/p>\n

Contexts and objectives<\/strong><\/h4>\n

Psychologists have shown that when adults\u00a0read news articles<\/a>\u00a0or\u00a0fictional texts<\/a>\u00a0, they remember it better than if they had access to the same content via audio.<\/p>\n

Similar results<\/a>\u00a0were obtained in surveys of students.\u00a0Research also<\/a>\u00a0confirms that they have a more wandering mind when consulting audio content than reading.<\/p>\n

With younger students, the finding is equivalent, with one nuance.\u00a0A study in Cyprus<\/a>\u00a0showed that the relationship between listening and reading skills reversed as children improved in reading.\u00a0If, in primary school, the pupils understood better what they had listened to, it was the opposite in college.<\/p>\n

\n
\n

Research on learning from video echoes what we observe with audio.\u00a0For example,\u00a0Spanish researchers<\/a>\u00a0have established that students at the end of primary or beginning of middle school retained the information they read much better than those who had watched videos.\u00a0The hypothesis formulated by the authors is that the students follow the videos in a more superficial way because they associate this medium with entertainment and not with school.<\/p>\n

Research as a whole has shown that digital media are associated with characteristics and practices that can limit learning.\u00a0This includes the temptation to multitask, the lack of a fixed physical point of reference, less use of annotations, and less frequency of reviewing what has been read, seen or heard.<\/p>\n

Digital texts, podcasts and videos all have an educational role to play, especially when they provide access to resources that are not accessible in print.\u00a0However, to maximize learning with the necessary focus and reflection, educators and parents should not pretend all media are equal – even if they ultimately contain the same information.<\/p>\n

Author Bio:<\/strong> Naomi S. Baron is <\/span>Professor of Linguistics Emerita at the American University<\/em><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

During the pandemic, many university professors abandoned traditional textbooks in favor of\u00a0digital documents\u00a0or multimedia devices. As a\u00a0linguistics teacher\u00a0, I compared electronic communications and printed texts from the point of view of learning.\u00a0Is the level of understanding of information the same depending on whether it is read on paper or on a screen?\u00a0And is listening or […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":57532,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[36818],"coauthors":[11733],"class_list":["post-57531","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-flipped-classroom"],"acf":[],"yoast_head":"\nPrint, audio or video: which media to choose for better learning? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/print-audio-or-video-which-media-to-choose-for-better-learning\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Print, audio or video: which media to choose for better learning? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"During the pandemic, many university professors abandoned traditional textbooks in favor of\u00a0digital documents\u00a0or multimedia devices. 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