Exploring the acceptance of a video annotation
learning system in a mechanical engineering course
Hsin-Chin Chen
Introduction(1)
1. Mechanism is a basic course to introduce the basic concepts of the
mechanical components in the field of mechanical engineering (Borgers & Tilman, 2008).
2. Many technology industries, such as flight technology, automotive industry and consumer electronics products, which were designed via the concept of Mechanism.
3. Due to Mechanism is an important course in the field of mechanical engineering, learning the basic concepts of Mechanism is the necessary condition.
Introduction(2)
1. Since most teaching models of large machines belong to the equipments of high cost, some universities may not purchase high-priced equipments.
2. In traditional teaching of Mechanism, using textbook or slides are main teaching approaches for instructors in the classroom.
3. However, traditional mechanical model are presented with static pictures in textbooks, and it’s difficult to present the dynamic process of mechanical operation.
4. To promote students to understand the dynamic process of mechanical operation, instructors have attempted to use video,
animation and computer simulation software to facilitate students’
Introduction(3)
1. However, several studies indicated dynamic media on students’ learning effect is not necessarily better than static media (Hegarty, Kriz & Cate (2003).
2. Mayer and Moreno (2003) indicated that information is presented rapidly on the playing process of dynamic media, and learners cannot receive a lot of information in a short period of time, resulting in students’ ineffective learning.
3. Based on the cognitive load theory, dynamic media generates high extraneous cognitive load for learners, thereby affecting their mental activity and knowledge construction (Tversky, Morrison, & Betrancourt, 2002).
Introduction(4)
1. In order to improve the excessive extraneous cognitive load of learners, this study proposed a video annotation learning system to facilitate learners can effectively learn the contents of dynamic video via annotation strategies.
2. This study develop a questionnaire to evaluate learning satisfaction, learning interest, intention to use to understand whether annotation is effective to master the focus of the video for students, and then provide advice for the subsequent adjustments teaching activities.
Video annotation learning system
Annotation time list area : recording the
annotation time stamp and the types of annotation. Graphical annotation tool: drawing graphs on video screen. Textual annotation tool: typing words
Experimental procedure
1. There are 30 students of Department of Engineering Science in National Cheng Kung University volunteering to participate in this experiment.
2. The total experimental time is approximately one hour, and they took approximately 40 minutes to use the proposed VALS to learn the materials by using a computer in the classroom.
3. At the end of the experiment, a questionnaire survey was given to the students to evaluate their learning satisfaction towards mechanical engineering course.
Conclusion
1. A video annotation learning system was proposed to enhance the effects of video learning in the mechanical engineering course.
2. This study develops a questionnaire which includes three factors are learner’s learning satisfaction, learner’s learning interest and
technology acceptance.
3. The questionnaire results showed students think video annotation learning system for learning Mechanism is useful and ease to use, and they have high learning interest.
4. Students have a better learning satisfaction for the video annotation learning system and as reference for future instructional
