Learning from Video Examples in a Craft Demonstration task: Does Perspective Matter?

Abstract

In example-based learning, learning from video examples is seen as an effective instructional strategy. Recent studies investigated the effectiveness of different design aspects in learning from video examples. However, these studies showed different results in first-person and third-person perspective depending on the type of learning task. Therefore, this study investigated differences in learning outcome and perceived competence on both perspectives in a craft demonstration task. 94 secondary vocational school students viewed a video example of how to conduct a lino cutting task, in first-person or third-person perspective. After this viewing, students had to correctly reproduce the lino cut task. Results revealed no difference between both perspectives on learning outcome and perceived competence. These results suggest that in a craft task demonstration video, perspective does not matter. Theoretical and practical implications are discussed concerning boundary conditions of the perspective principle, for example task complexity and task orientation requirements. Orientation requirements should be taking into account during research on the perspective effect in video examples.