If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases

In this investigation we assessed whether different formats of media (video, text, and video+text) influenced participants' engagement, cognitive processing and recall of non-fiction cases of people diagnosed with HIV/AIDS. For each of the cases used in the study, we designed three informationally-equivalent versions: video, text, and video+text. Thirty participants experienced one version in each format, thought aloud as they read or viewed the case, discussed their reactions to the stories during an interview, and completed an affective and engagement survey. Participants were again interviewed six weeks later to assess their memory for the cases. Results from protocol analysis indicate that the video and video+text versions of the stories led to higher levels of both engagement and sympathy with the characters, and recall of particular information; however, interactions between medium and content were important. We argue the main benefit of video lies in engaging students emotionally in the content. Author Biographies Aman Yadav's research focuses on the affordances of video cases for preservice teacher education and problem-based learning in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Michael Phillip's research focuses on the investigation of instructional practices and tasks that nurture student motivation. Mary Lundeberg's research interests include problem-based and case-based pedagogy in teacher education and science, interactive multimedia environments, scientific literacy, and cultural and gender influences in confidence. Matthew Koehler's research and teaching focus on understanding the affordances and constraints of new technologies; the design of technology-rich, innovative learning environments; and the professional development of teachers.. Katherine Clouse's research focuses on informational comprehension in the primary grades. Kathryn Dirkin's current research focuses on using problems of practice to support technology integration in methods courses.