Screen-Capture Instructional Technology: A Cognitive Tool for Designing a Blended Multimedia Curriculum

Abstract

Online instruction has been demonstrated to increase the academic achievement for post-secondary students; however, little empirical investigation has been conducted on high school students learning from online multimedia instruction in the traditional classroom. This study investigated the knowledge acquisition, transfer, and favorability of secondary students using a teacher's screen-capture instructional technology. A two-group experimental pretest-posttest study was conducted on secondary students enrolled in two computer aided design (CAD) classes. Total scores on the posttests were significantly higher for students in the screen-capture group ( M = 9.71) than those in the textbook group ( M = 7.83), F(1, 48) = 4.79, p < .05, partial η 2 = .09. Additionally, 88.2% of the students surveyed preferred learning from the multimedia instruction over written text. This study implies that a teacher's screen-capture multimedia instruction can be used toward establishing a blended learning environment.