As flip learning, mixed learning, and online learning gradually expand, video lectures have taken an important place in various teaching methods. Video plays a central role in online learning and other forms of learning as the main form of general content delivery (Hansch, et al., 2015). The results of research related to video suggested that video is a very effective educational tool(MacHardy & Pardos, 2015). However, in the video lectures, there were no clear research results or clear guidelines for the quantity of text or images. Therefore, this study analyzes the effect of the quantity of text and image in video lectures on learning flow and learning outcomes according to learning style.
In this study, 167 first-year students were selected as experimental participants from Xingtai University in Xingtai City, Hebei, China. The study interacted with the quantity of text and images and developed four types of video content. the experimental participants were randomly assigned to this four types of video. For statistical analysis of data, program SPSS 25.0 was used and multivariate analysis of variance (MANOVA) was performed.
The research results are as follows.
First, it was found that the difference in video lectures according to the quantity of text was statistically significant in learning flow and learning outcome(learning satisfaction, academic achievement). In addition, the group that learned videos with many text showed higher learning flow and learning outcome than the group that learned videos with few text.
Second, It was found that the difference in video lectures according to the quantity of images was statistically significant in learning flow and learning outcome(learning satisfaction, academic achievement). In addition, the group that learned videos with many images showed higher learning flow and learning outcome than the group that learned videos with few images.
Third, We made four videos with a combination of text quantity and image quantity. Four video lectures were statistically significant in learning flow and learning outcome(learning satisfaction, academic achievement). the group that learned the video made with many text and few images showed the highest learning flow and learning outcomes. On the other hand, the group that learned the video with few text and few images was the lowest.
Fourth, There was no statistically significant difference in learning flow and learning outcome(learning satisfaction, academic achievement) according to the information perception dimension of learning style by text quantity. On the other hand, there was a statistically significant difference for learning flow and learning outcome according to the information input dimension of the learning style by text quantity. It was found that the quantity of text greatly influences the learning flow and learning outcome of the verbal learners.
Fifth, There was no statistically significant difference in learning flow and learning outcome(learning satisfaction, academic achievement) according to the information input dimension of the learning style by image quantity. On the other hand, there was a statistically significant difference for learning flow and learning outcome according to the information perception dimension of learning style by image quantity. It was found that the quantity of image greatly influences the learning flow and learning outcome of the intuitive learners.
Sixth, There was a statistically significant difference in learning flow and learning outcome(learning satisfaction, academic achievement) according to the information perception or information input of learning style and four types of video as a combination of text quantity and image quantity.
In the case of learning flow, the intuitive learners and visual learners showed the highest in the video made with few text and many images, the sensing learners and the verbal learners showed the highest in the video made with many text and few images. In the case of learning satisfaction, the intuitive learners showed the highest in the video made with many text and many images, the sensing learners and verbal learners and visual learners showed the highest in the video made with many text and few images. In the case of academic achievement, there was no statistically significant difference between the intuitive learners and the sensing learners. the verbal learners showed the highest in the video made with many text and many images, the visual learners showed the highest in the video made with few text and many images. This indicates that the preference of the learning style can affect the preference of the video content type.