Title: Multimodal analysis of mathematics video tutorials : orchestration of modes
Source document: Brno studies in English. 2022, vol. 48, iss. 2, pp. 25-45
Extent
25-45
-
ISSN0524-6881 (print)1805-0867 (online)
Persistent identifier (DOI): https://doi.org/10.5817/BSE2022-2-2
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.77876
Type: Article
Language
License: CC BY-NC-ND 4.0 International
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Based on the multimodal discourse analysis, the contribution attempts to describe the genre of online video tutorial, focusing primarily on the involved modes and their interplay. The research has been done on the corpus consisting of online video tutorials on differential and integral calculus (e.g. first-order linear differential equations) which are available on the Internet and made by native speakers of English. In order to comment on differences between online and offline practices a referential group of standard lectures on infinitesimal calculus has been investigated as well. A case study focusing on forms of explication from the multimodal perspective has been carried out; seven presentational formats were compared both quantitatively and qualitatively to find out how various communication techniques are employed.
References
[1] Bateman, John A. and Florian Schmidt-Borcherding (2018) The Communicative Effectiveness of Education Videos: Towards an Empirically-Motivated Multimodal Account. Multimodal Technologies and Interaction 2, 59.
[2] Beege Maik et al (2017) Look into my eyes! Exploring the effect of addressing in educational videos. Learning and Instruction 49, 113–120.
[3] Bezemer Jeff et al. (2012) Using a Social Semiotic Approach to Multimodality: Researching Learning in Schools, Museums and Hospitals. NCRM Working Paper. NCRM (Unpublished)
[4] Bezemer Jeff and Kress Gunther (2015) Multimodality, Learning and Communication: A social semiotic frame. London and New York, Routledge.
[5] Chorianopoulos, Konstantinos; Giannakos, Michail (2013) Usability Design for Video Lectures. In Proceedings of the 11th European Conference on Interactive TV and Video, Como, Italy, 24–26 June 2013; ACM: Como, Italy, 2013, 163–164.
[6] Crook, Charles, Schofield, Louise (2017) The video lecture. The Internet and Higher Education 34, 56–64.
[7] Danielsson, Kristina (2016) Modes and meaning in the classroom – The role of different semiotic resources to convey meaning in science classrooms. Linguistics and Education 35, 88–99.
[8] Fiorella, Logan and Richard E. Mayer (2015) Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology 108(4), 528–546.
[9] Fiorella, Logan et al (2018) Instructor Presence in Video Lectures: The Role of Dynamic Drawings, Eye Contact, and Instructor Visibility. Journal of Educational Psychology.
[10] Jewitt, Carey (2009) The Routledge Handbook of Multimodal Analysis. London: Routledge.
[11] Jewitt, Carey (2016) Multimodal analysis. In: Georgakopoulou, Alexandra and Tereza Spilioti (eds.) The Routledge Handbook of Language and Digital Communication.London and New York: Routledge, 69–84.
[12] Kizilcec René F. et al. (2014) Showing face in video instruction: effects on information retention, visual attention, and affect. Proceeding CHI '14 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Toronto, Ontario, Canada, 2095–2102.
[13] Kizilcec René F. et al. (2015) The instructor's face in video instruction: evidence from two large-scale field studies. Journal of Educational Psychology 107(3), 724–739.
[14] Kress, Gunther (1998) Visual and verbal modes of representation in electronically mediated communication: the potentials of new forms of text. In: I. Snyder (ed.) Page to Screen: Taking Literacy into the Electronic Era. London and New York: Routledge, 53–79.
[15] Kress Gunther et al. (2001) Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. London and New York: Continuum.
[16] Kress, Gunther (2003) Literacy in the New Media Age. London: Routledge.
[17] Kress Gunther (2009) What is mode? In: Jewitt, Carey (ed.) The Routledge Handbook of Multimodal Analysis. London: Routledge, 54–67.
[18] Kruger Jan-Louis and Doherty Stephen (2016) Measuring cognitive load in the presence of educational video: Towards a multimodal methodology. Australasian Journal of Educational Technology 32(6), 19–31.
[19] Morell, Teresa (2018) Multimodal competence and effective interactive lecturing. System 77, Special Issue: Multimodal Perspectives on English Language Teaching in Higher Education, 70–79.
[20] O'Halloran, Kay L. (2005) Mathematical Discourse: Language, Symbolism and Visual Images. London and New York: Continuum.
[21] O'Halloran, Kay L. (2015) The language of learning mathematics: A multimodal perspective. The Journal of Mathematical Behavior 40, 63–74.
[22] Norris Sigrid (2004) Analyzing Multimodal Interaction: A Methodological Framework. New York and London: Routledge.
[23] Norris, Sigrid (2013) What is a mode? Smell, olfactory perception, and the notion of mode in multimodal mediated theory. Multimodal Communication 2(2), 155–169.
[24] Stull Andrew T. et al. (2018) Using transparent whiteboards to boost learning from online STEM lectures. Computers & Education 120, 146–159.
[25] Tang, Kok-Sing (2013) Instantiation of multimodal semiotic systems in science classroom discourse. Language Sciences 37, 22–35.
[26] Tang, Kok-Sing et al. (2014) An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education. Science Education 98, 305–326.
[27] Van den Broek Gesa S.E. et al. (2014) Effects of text modality in multimedia presentations on written and oral performance. Journal of Computer Assisted Learning 30, 438–449.
[28] Wang Jiahui and Antonenko Pavlo D. (2017) Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79–89.
[29] Sample 1 (Group A) https://www.youtube.com/watch?v=tVzaX9u6YAE&t=1425s
[30] Sample 2 (Group B) https://www.youtube.com/watch?v=HaOHUfymsuk&t=103s
[31] Sample 3 (Group B) https://www.youtube.com/watch?v=dPrzLjwxsOY
[32] Sample 4 (Group C) https://www.youtube.com/watch?v=FasJS4mmsn8
[33] Sample 5 (Group C) https://www.youtube.com/watch?v=7kwpGDH_eUQ
[34] Sample 6 (Group D) https://www.youtube.com/watch?v=Et4Y41ZNyao
[35] Sample 7 (Group E) https://www.youtube.com/watch?v=p8yesVjNdzY
[36] Sample 8 (Group E) https://www.youtube.com/watch?v=-Y-8tP0Pa_4&t=601s
[2] Beege Maik et al (2017) Look into my eyes! Exploring the effect of addressing in educational videos. Learning and Instruction 49, 113–120.
[3] Bezemer Jeff et al. (2012) Using a Social Semiotic Approach to Multimodality: Researching Learning in Schools, Museums and Hospitals. NCRM Working Paper. NCRM (Unpublished)
[4] Bezemer Jeff and Kress Gunther (2015) Multimodality, Learning and Communication: A social semiotic frame. London and New York, Routledge.
[5] Chorianopoulos, Konstantinos; Giannakos, Michail (2013) Usability Design for Video Lectures. In Proceedings of the 11th European Conference on Interactive TV and Video, Como, Italy, 24–26 June 2013; ACM: Como, Italy, 2013, 163–164.
[6] Crook, Charles, Schofield, Louise (2017) The video lecture. The Internet and Higher Education 34, 56–64.
[7] Danielsson, Kristina (2016) Modes and meaning in the classroom – The role of different semiotic resources to convey meaning in science classrooms. Linguistics and Education 35, 88–99.
[8] Fiorella, Logan and Richard E. Mayer (2015) Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology 108(4), 528–546.
[9] Fiorella, Logan et al (2018) Instructor Presence in Video Lectures: The Role of Dynamic Drawings, Eye Contact, and Instructor Visibility. Journal of Educational Psychology.
[10] Jewitt, Carey (2009) The Routledge Handbook of Multimodal Analysis. London: Routledge.
[11] Jewitt, Carey (2016) Multimodal analysis. In: Georgakopoulou, Alexandra and Tereza Spilioti (eds.) The Routledge Handbook of Language and Digital Communication.London and New York: Routledge, 69–84.
[12] Kizilcec René F. et al. (2014) Showing face in video instruction: effects on information retention, visual attention, and affect. Proceeding CHI '14 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Toronto, Ontario, Canada, 2095–2102.
[13] Kizilcec René F. et al. (2015) The instructor's face in video instruction: evidence from two large-scale field studies. Journal of Educational Psychology 107(3), 724–739.
[14] Kress, Gunther (1998) Visual and verbal modes of representation in electronically mediated communication: the potentials of new forms of text. In: I. Snyder (ed.) Page to Screen: Taking Literacy into the Electronic Era. London and New York: Routledge, 53–79.
[15] Kress Gunther et al. (2001) Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. London and New York: Continuum.
[16] Kress, Gunther (2003) Literacy in the New Media Age. London: Routledge.
[17] Kress Gunther (2009) What is mode? In: Jewitt, Carey (ed.) The Routledge Handbook of Multimodal Analysis. London: Routledge, 54–67.
[18] Kruger Jan-Louis and Doherty Stephen (2016) Measuring cognitive load in the presence of educational video: Towards a multimodal methodology. Australasian Journal of Educational Technology 32(6), 19–31.
[19] Morell, Teresa (2018) Multimodal competence and effective interactive lecturing. System 77, Special Issue: Multimodal Perspectives on English Language Teaching in Higher Education, 70–79.
[20] O'Halloran, Kay L. (2005) Mathematical Discourse: Language, Symbolism and Visual Images. London and New York: Continuum.
[21] O'Halloran, Kay L. (2015) The language of learning mathematics: A multimodal perspective. The Journal of Mathematical Behavior 40, 63–74.
[22] Norris Sigrid (2004) Analyzing Multimodal Interaction: A Methodological Framework. New York and London: Routledge.
[23] Norris, Sigrid (2013) What is a mode? Smell, olfactory perception, and the notion of mode in multimodal mediated theory. Multimodal Communication 2(2), 155–169.
[24] Stull Andrew T. et al. (2018) Using transparent whiteboards to boost learning from online STEM lectures. Computers & Education 120, 146–159.
[25] Tang, Kok-Sing (2013) Instantiation of multimodal semiotic systems in science classroom discourse. Language Sciences 37, 22–35.
[26] Tang, Kok-Sing et al. (2014) An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education. Science Education 98, 305–326.
[27] Van den Broek Gesa S.E. et al. (2014) Effects of text modality in multimedia presentations on written and oral performance. Journal of Computer Assisted Learning 30, 438–449.
[28] Wang Jiahui and Antonenko Pavlo D. (2017) Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79–89.
[29] Sample 1 (Group A) https://www.youtube.com/watch?v=tVzaX9u6YAE&t=1425s
[30] Sample 2 (Group B) https://www.youtube.com/watch?v=HaOHUfymsuk&t=103s
[31] Sample 3 (Group B) https://www.youtube.com/watch?v=dPrzLjwxsOY
[32] Sample 4 (Group C) https://www.youtube.com/watch?v=FasJS4mmsn8
[33] Sample 5 (Group C) https://www.youtube.com/watch?v=7kwpGDH_eUQ
[34] Sample 6 (Group D) https://www.youtube.com/watch?v=Et4Y41ZNyao
[35] Sample 7 (Group E) https://www.youtube.com/watch?v=p8yesVjNdzY
[36] Sample 8 (Group E) https://www.youtube.com/watch?v=-Y-8tP0Pa_4&t=601s