Schema and emotion in memory retrieval following video-based learning: An artificial intelligence study Article Swipe
Anjana Junius Vidanaralage
,
Anuja Dharmaratne
,
Shamsul Haque
·
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.14742/ajet.7473
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.14742/ajet.7473
Adapting innovative educational technologies to bolster students’ academic learning is increasing rapidly. This study explored schema congruent and incongruent participants behaviour when experiencing video-based materials as the medium of learning within the frame of a flipped learning environment. The participants watched an educational learning video on a given topic and completed memory retention tests in different time variations: immediate and delayed. Additionally, an artificial intelligence-based emotion analysis examined the emotional valency of participants during two phases: study phase and test phase. The experiment comprised 16 healthy young adult volunteers (8 schema congruent, 8 schema incongruent; 9 males [56.25%], 7 females [43.75%]; age range 20–34 years, mean age 27.31 years, SD = 2.87 years). A combination of statistics-based and AI-based analysis evaluated the effectiveness of video-based learning in terms of retrieval accuracy, response time and emotional valence. The findings indicate that retrieval accuracy for the schema incongruent group was better than schema congruent. Response time for schema congruent group was quicker than schema incongruent. Both groups exhibited more negative emotions during the study phase but more positive emotions during the test phase. Implications for practice or policy: Acceptance testing of video-based learning in tertiary education for different schema groups of students by assessing their emotional state helps educators to enhance pedagogy. Nourishing positive learning experiences from videos and questionnaires should be the goal, considered at the design stage for courses that rely on video-based materials. Adaptation of video-based learning strategy is more instructionally efficient and scalable for academic institutions and educators during a pandemic situation.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.14742/ajet.7473
- https://ajet.org.au/index.php/AJET/article/download/7473/1896
- OA Status
- diamond
- Cited By
- 6
- Related Works
- 10
- OpenAlex ID
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All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W4289544654Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.14742/ajet.7473Digital Object Identifier
- Title
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Schema and emotion in memory retrieval following video-based learning: An artificial intelligence studyWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2022Year of publication
- Publication date
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2022-08-03Full publication date if available
- Authors
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Anjana Junius Vidanaralage, Anuja Dharmaratne, Shamsul HaqueList of authors in order
- Landing page
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https://doi.org/10.14742/ajet.7473Publisher landing page
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https://ajet.org.au/index.php/AJET/article/download/7473/1896Direct link to full text PDF
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://ajet.org.au/index.php/AJET/article/download/7473/1896Direct OA link when available
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Psychology, Schema (genetic algorithms), Valence (chemistry), Cognitive psychology, Computer science, Information retrieval, Quantum mechanics, PhysicsTop concepts (fields/topics) attached by OpenAlex
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6Total citation count in OpenAlex
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2025: 1, 2024: 1, 2023: 3, 2022: 1Per-year citation counts (last 5 years)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.healthy | 85 |
| abstract_inverted_index.phases: | 75 |
| abstract_inverted_index.policy: | 185 |
| abstract_inverted_index.quicker | 159 |
| abstract_inverted_index.testing | 187 |
| abstract_inverted_index.valency | 70 |
| abstract_inverted_index.watched | 40 |
| abstract_inverted_index.years). | 112 |
| abstract_inverted_index.AI-based | 118 |
| abstract_inverted_index.Adapting | 0 |
| abstract_inverted_index.Response | 152 |
| abstract_inverted_index.academic | 7, 246 |
| abstract_inverted_index.accuracy | 141 |
| abstract_inverted_index.analysis | 66, 119 |
| abstract_inverted_index.delayed. | 60 |
| abstract_inverted_index.emotions | 168, 176 |
| abstract_inverted_index.examined | 67 |
| abstract_inverted_index.explored | 14 |
| abstract_inverted_index.findings | 137 |
| abstract_inverted_index.indicate | 138 |
| abstract_inverted_index.learning | 8, 29, 36, 43, 125, 190, 212, 237 |
| abstract_inverted_index.negative | 167 |
| abstract_inverted_index.pandemic | 252 |
| abstract_inverted_index.positive | 175, 211 |
| abstract_inverted_index.practice | 183 |
| abstract_inverted_index.rapidly. | 11 |
| abstract_inverted_index.response | 131 |
| abstract_inverted_index.scalable | 244 |
| abstract_inverted_index.strategy | 238 |
| abstract_inverted_index.students | 199 |
| abstract_inverted_index.tertiary | 192 |
| abstract_inverted_index.valence. | 135 |
| abstract_inverted_index.[43.75%]; | 100 |
| abstract_inverted_index.[56.25%], | 97 |
| abstract_inverted_index.accuracy, | 130 |
| abstract_inverted_index.assessing | 201 |
| abstract_inverted_index.behaviour | 20 |
| abstract_inverted_index.completed | 50 |
| abstract_inverted_index.comprised | 83 |
| abstract_inverted_index.congruent | 16, 156 |
| abstract_inverted_index.different | 55, 195 |
| abstract_inverted_index.education | 193 |
| abstract_inverted_index.educators | 206, 249 |
| abstract_inverted_index.efficient | 242 |
| abstract_inverted_index.emotional | 69, 134, 203 |
| abstract_inverted_index.evaluated | 120 |
| abstract_inverted_index.exhibited | 165 |
| abstract_inverted_index.immediate | 58 |
| abstract_inverted_index.materials | 24 |
| abstract_inverted_index.pedagogy. | 209 |
| abstract_inverted_index.retention | 52 |
| abstract_inverted_index.retrieval | 129, 140 |
| abstract_inverted_index.Acceptance | 186 |
| abstract_inverted_index.Adaptation | 234 |
| abstract_inverted_index.Nourishing | 210 |
| abstract_inverted_index.artificial | 63 |
| abstract_inverted_index.congruent, | 91 |
| abstract_inverted_index.congruent. | 151 |
| abstract_inverted_index.considered | 222 |
| abstract_inverted_index.experiment | 82 |
| abstract_inverted_index.increasing | 10 |
| abstract_inverted_index.innovative | 1 |
| abstract_inverted_index.materials. | 233 |
| abstract_inverted_index.situation. | 253 |
| abstract_inverted_index.volunteers | 88 |
| abstract_inverted_index.combination | 114 |
| abstract_inverted_index.educational | 2, 42 |
| abstract_inverted_index.experiences | 213 |
| abstract_inverted_index.incongruent | 18, 145 |
| abstract_inverted_index.students’ | 6 |
| abstract_inverted_index.variations: | 57 |
| abstract_inverted_index.video-based | 23, 124, 189, 232, 236 |
| abstract_inverted_index.Implications | 181 |
| abstract_inverted_index.environment. | 37 |
| abstract_inverted_index.experiencing | 22 |
| abstract_inverted_index.incongruent. | 162 |
| abstract_inverted_index.incongruent; | 94 |
| abstract_inverted_index.institutions | 247 |
| abstract_inverted_index.participants | 19, 39, 72 |
| abstract_inverted_index.technologies | 3 |
| abstract_inverted_index.Additionally, | 61 |
| abstract_inverted_index.effectiveness | 122 |
| abstract_inverted_index.questionnaires | 217 |
| abstract_inverted_index.instructionally | 241 |
| abstract_inverted_index.statistics-based | 116 |
| abstract_inverted_index.intelligence-based | 64 |
| cited_by_percentile_year.max | 97 |
| cited_by_percentile_year.min | 89 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 3 |
| citation_normalized_percentile.value | 0.85117967 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |