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Interactive Technology and Smart Education
Video lectures in e-learning: Effects of viewership and media diversity on

learning, satisfaction, engagement, interest, and future behavioral intention
Jamie Costley, Christopher Henry Lange,
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ITSE-08-2016-0025
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ITSE
14,1
Video lectures in e-learning
Effects of viewership and media diversity on
learning, satisfaction, engagement, interest,
and future behavioral intention
14
Jamie Costley
Received 4 August 2016 Department of English Education, Kongju National University, Gongju,
Revised 23 October 2016
Accepted 23 October 2016
South Korea, and
Christopher Henry Lange
Liberal Arts Department, Joongbu University, Geumsan-gun, South Korea
Abstract
Purpose Because student viewership of video lectures serves as an important aspect of e-learning
environments, video lectures should be delivered in a way that enhances the learning experience. The delivery
of video lectures through diverse forms of media is a useful approach, which may have an effect on student
learning, satisfaction, engagement and interest (LSEI), as well as future behavioral intentions (FBI).
Furthermore, research has shown the value that LSEI has on learner achievement within online courses, as
well as its value in regards to student intention to continue learning in such courses. The purpose of this study
is to investigate the relationships between media diversity, LSEI and FBI in hopes of enhancing the e-learning
experience.
Design/methodology/approach This study surveyed a group of students (n 88) who participated in
cyber university classes in South Korea to investigate the correlations between media diversity and lecture
viewership, effects of lecture viewership on LSEI and FBI, effects of media diversity on LSEI and FBI as well
as the correlation between LSEI and FBI.
Findings Results show no relationship between media diversity and viewership. Both lecture viewership
and media diversity were positively correlated with LSEI. However, neither media diversity nor viewership
was positively correlated with FBI. Finally, LSEI was positively correlated with FBI.
Originality/value This paper looks at how video lectures affect LSEI. Past research has generally looked
at learning, satisfaction, engagement and interest as separate entities that are affected by instructional aspects
of online learning. Because of their interrelationships with each other, this study combines them as one
construct, making a stronger case for their combined association.
Keywords Engagement, Learning, Satisfaction, Behavioral intention, Interest, Media diversity
Paper type Research paper
1. Introduction
E-learning provides learners with autonomy to engage in a wide array of online content
delivered through various forms of instructional media (Bouhnik and Marcus, 2006; Kim
et al., 2011; Liaw et al., 2007; Lee and Lee, 2015). University students are enrolling in online
courses at an increasing rate to take advantage of the benefits they offer, which include
access to a wide range of courses and the convenience of studying anywhere and anytime
(NCES, 2008; Traphagan, 2005). Although student enrollment is on the rise, e-learning does
Interactive Technology and Smart
not come without its limitations. Potential drawbacks include lack of interaction between
Education students and instructors, as well as feelings of isolation within the learning environment
Vol. 14 No. 1, 2017
pp. 14-30 (Al-Qahtani and Higgins, 2013; Cole et al., 2014; Jung, 2000; Lee and Rha, 2009). Challenges
Emerald Publishing Limited
1741-5659
that cyber universities face include overcoming this distance students feel from the
DOI 10.1108/ITSE-08-2016-0025 learning environment, which can negatively affect satisfaction and learning through a lack
of interest and loss of motivation (Lee and Rha, 2009; Russo and Benson, 2005). The way in Video lectures
which video lectures are delivered can address this issue by improving perceptions of in e-learning
instructor presence that may compensate for the lack of physical interaction between teacher
and students (Oomen-Early et al., 2008). Instructors need to use lecture delivery methods that
stimulate learners in a way that promotes successful learning, engagement and interest, as
well as overcome issues that potentially lead to dissatisfaction. One way of doing this is
through the delivery of diverse media, which can have an effect on cognitive processing, and
ultimately lead to a more positive learning experience (Kalyuga et al., 1999; Mayer and
15
Moreno, 2003; Lowe, 1999; Mayer, 2014; Sims and Hegarty, 1997; Rasch and Schnotz, 2009;
Schnotz and Rasch, 2005; Sweller, 1999; Sweller et al., 1998; van Merrinboer, 1997). Diverse
media may not only improve the learning experience, but may also have a positive impact on
students decisions to continue taking advantage of such positive learning experiences in the
future.
The goal of much research has been to increase levels of learning, satisfaction,
engagement and interest (LSEI) within e-learning environments. These four factors are
related, not only in a sense that they are all associated with the student learning experience,
but that relationships have also been found between them. In addition to their association
with successful implementation of e-learning, learning and satisfaction have also been
commonly linked by researchers (Eom et al., 2006; Levy, 2007, Sun et al., 2008; Zhang et al.,
2006). Learning is associated with achievement within an online environment, whereas
satisfaction has been found to be a predictor of aspects of learning through its effect on
retention as well as its influence on student motivation (Astin, 1993; Bailey et al., 1998; Chute
et al., 1999; Edwards and Waters, 1982; Donohue and Wong, 1997). Satisfaction is associated
with higher levels of student interest within online courses (Zhan and Mei, 2013).
Furthermore, student interest is associated with engagement online, as those that are
interested tend to engage more in the course content (Huang, 2003; Koufaris, 2002; Lee, 2009).
The importance of engagement within e-learning is evident, as it serves as a necessary
prerequisite for learning (Guo et al., 2014). It is apparent that learning, satisfaction,
engagement and interest often overlap, appearing to be closely interconnected with each
other. Acknowledging the similarities and relationships between these attributes, as well as
the benefits they provide to the learning process, it is useful to focus on research that
encourages their promotion in an online environment.
Student behavioral intentions, specifically intentions to use e-learning, have also been
viewed as a key part of the e-learning experience (Giannakos et al., 2015). Awareness of
student behavioral intentions is important because it allows instructors to create effective
e-learning environments for student continuance of study in that context (Grandon et al.,
2005). The environment should be created in a way where students believe it is helping them
in their learning process. Research supports this notion by showing that students who view
the learning environment as useful also indicate an intention to use e-learning in the future
(Liaw. 2008). The idea of intention to use is based on Davis et al.s (1989) technology
acceptance model (TAM), which proposes two specific beliefs, perceived usefulness and
perceived ease of use, both of which determine student intention to use technology. This
effect has been verified by others who have shown that perceived ease of use has an effect on
intention to use, and that perceived usefulness mediates that effect (Venkatesh and Davis,
2000). The significance of this relationship is noteworthy, as intention to use has been known
to lead to actual usage (Lee, 2009). Acknowledging the benefits of intention to use within the
learning process of Web-based instruction, it would seem appropriate to engage users of
video lectures in a way that not only benefits learning but also promotes continued usage in
the future so that learning can be enhanced continuously.
ITSE 2. Current study
14,1 Although learning, satisfaction, engagement and interest have been previously investigated
within e-learning contexts, research has generally viewed them as separate entities (Astin,
1993; Bailey et al., 1998; Chute et al., 1999; Donohue and Wong, 1997; Eom et al., 2006; Guo
et al., 2014; Huang, 2003; Koufaris, 2002; Lee, 2009; Levy, 2007; Sun et al., 2008; Zhan and Mei,
2013; Zhang et al., 2006). Because of their interrelationship with each other, this study differs
16 from other studies by combining them as one construct (LSEI), making a stronger case for
their impact on learning through their combined association. Additionally, previous research
has generally looked at ways of increasing learning, satisfaction, engagement and interest
through instructional design decisions based on controlling the interaction within smaller
online environments (Arbaugh 2000; Costley and Lange, 2016; Shea et al., 2003; Sun et al.,
2008; Swan, 2001; Thurmond et al., 2002). However, large cyber university courses often lack
sufficient interaction between students and instructors. This lack of interaction places an
even greater importance on the promotion of LSEI through the delivery of video lectures.
Investigating behavioral intention to use e-learning is also important because it is linked to
continuous usage among students in online courses. Past research has explored relationships
between intention to use and aspects of video lectures. However, the current study digs a
little deeper by observing a relationship between LSEI and future behavioral intentions
(FBI). Additionally, the delivery of diverse media within video lectures is investigated in
hopes of identifying a useful strategy to enhance levels of LSEI, FBI and video lecture
viewership. To promote actual viewership of video lectures, further analysis is focused on
the effects of watching video lectures on student levels of LSEI and FBI. It is the aim of this
study to promote a positive learning experience through the delivery of video lectures,
specifically delivery involving diverse forms of media. Based on this information, the
following hypotheses are proposed:
H1. Media diversity is positively correlated with the amount of lectures watched.
H2a. Media diversity is positively correlated with LSEI.
H2b. Media diversity is positively correlated with FBI.
H3a. Amount of lectures watched is positively correlated with LSEI.
H3b. Amount of lectures watched is positively correlated with FBI.
H4. LSEI is positively correlated with FBI.
3. Theoretical background
Since the implementation of video lectures as part of e-learning lessons, instructors have
attempted to apply various techniques to increase the levels of student viewership of the
lectures. Incorporating various forms of media with the video lectures serves as an approach
that may help to increase viewership of the lectures. A limited amount of research has looked
into this phenomenon in an attempt to support media diversity within e-learning
environments. Although no research was found that specifically linked media diversity to
the amount of videos watched, research has been found that attributes media diversity to
peaks in viewership within the video lectures themselves. Kim et al. (2014) found that
viewership peaks occur when media formats such as slides or notes replaced the talking head
in the video. Guo et al. (2014) found that the lectures that incorporated a video of someone
talking in addition to slides and screenshots showed a higher rate of viewership than lectures
with slides and screenshots alone. Although more research is needed in regards to this issue,
the following hypothesis is made for this study based on previous research findings:
H1. Media diversity is positively correlated with the amount of lectures watched. Video lectures
Numerous studies have discussed the advantages of media diversity within video lectures. in e-learning
Specifically, media diversity has been linked to better comprehension, as well as higher
levels of learning, satisfaction, engagement and interest. Klass (2003), for example, showed
that combining video lectures with other forms of media such as text and graphics is helpful
for understanding concepts and procedures that may not be easily understood with video
alone. Kim et al. (2011) showed that using a variety of media integration tools such as images, 17
graphics, audio, video clips and in-video text correlated with higher levels of perceived
learning. Research has also shown that students are more satisfied with lecture captures that
integrate various forms of media, including slides along with audio of the professors, rather
than a simple video/audio of the professors (Bongey, 2006; Brecht and Ogilby, 2008). Student
satisfaction is often preceded by engagement, which is also affected by media diversity.
Zhang et al. (2006), for example, explained that interactive video lectures that use richer
media, such as slides with text, increases learner engagement, which further leads to
satisfaction and higher learning outcomes. Michelich (2002) adds support to the findings of
Zhang et al. (2006) in regards to satisfaction, stating that instructor use of a combination
of multimedia along with traditional delivery of text-based lectures can increase levels of
engagement (Michelich, 2002). Engagement has often been associated with student interest,
which has also been shown to have a connection to media diversity. For example, Rawat et al.
(2014) explain that using only slides within a cyber lecture can create boredom, whereas
slides with video of the professor integrated into them tend to create more interests among
students. The overwhelming amount of research that supports using media diversity to
increase levels of LSEI leads to the following hypothesis within the current study:
H2a. Media diversity is positively correlated with LSEI.
Because research has shown that media diversity has been linked to increased levels of LSEI,
it would be reasonable to conclude that learners would also show higher levels of intent to
continue using e-learning when a variety of media formats are delivered within the lecture. A
limited amount of research provides support for this notion. Liaw (2008) looked at
relationships between e-learning usefulness and multimedia lecture delivery, which
consisted of video files complemented by slides, PDFs and document files. Liaw (2008) makes
the case for an effect of diverse media delivery on user intention indirectly through perceived
usefulness. The results showed that perceived usefulness, which is related to intention to use,
is influenced by lecture delivery involving the use of multimedia. Liu et al. (2009) found
similar results by looking at the influence of different media, referred to as presentation type,
to represent richer content presentation on intention to use e-learning. Their results
concluded that using integrated media consisting of video, audio and text was positively
correlated with perceived usefulness. Although no research was found that showed a direct
relationship between delivery diversity and student behavioral intention to use e-learning in
the future, the fact that relationships were found through mediation leads to the formation of
the following hypothesis:
H2b. Media diversity is positively correlated with FBI.
Positive effects have been found on the relationship between watching video lectures and
LSEI. Generally speaking, learners have described viewing video lectures as enjoyable,
satisfying, motivating and effective for learning (Traphagan et al., 2010). Research reports
that students perception of learning is positively influenced by lecture viewership (Bongey,
2006; Traphagan, 2005). Specifically regarding the amount of video lectures students view,
studies have found that watching more videos leads to an increase in learning. For example,
ITSE Chandra (2007) showed that watching portions of video lectures more than once for review
14,1 purpose had a positive effect on learning. Satisfaction levels have also been found to increase
because of video lecture viewership. Owston et al. (2011) showed that when video lectures
replicate face-to-face environments, they are associated with higher levels of satisfaction. A
relationship between video lectures and engagement was found by Guo et al. (2014), who
showed that when students view shorter videos, their levels of engagement increase. Video
18 lectures may have a negative effect on student interest if students perceive them as dull, not
helpful or non-engaging (Danielson et al., 2014). Danielson et al. (2014) found that video
lectures can capture student interest by moving quickly, containing relevant information for
course success and containing information that students are unable to find elsewhere. Brecht
(2012) tied video lecture viewership to student interest by stating that video lectures are
effective in capturing student interest by providing a sense of intimacy because of less
environmental distractions than face-to-face offline lectures. Based on these findings, the
current study hypothesizes the following:
H3a. Amount of lectures watched is positively correlated with LSEI.
Because engaging students to actually view video lectures is important for the learning
process, it would be beneficial to see if an increase in video lecture viewership is related to
higher student intention to continue in e-learning situations. Giannakos et al. (2015) related
video lecture viewing length to student intention to continue using aspects of e-learning by
showing that students who watched longer videos also showed intention to use video
lectures in the future. However, research is mixed when it comes to relating past experience
of watching videos with intention to use video lectures in the future. Giannakos and Vlamos
(2013) claim that students who have more experience watching videos in the past also show
higher levels of intention to use e-learning environments that support video lectures in the
future. This was contradicted by a later study which found that there was no significant
effect on past experience with intention to use in the future (Giannakos et al., 2015). More
research specifically focusing on the relationship between the amount of video lectures
viewed and intention to use is needed, but based on existing research, the following claim is
made:
H3b. Amount of lectures watched is positively correlated with FBI.
Because both LSEI and FBI have been found to be beneficial to the e-learning experience,
finding a positive relationship between the two is useful because a case can then be made that
video lectures need to engage students in a way to increase their LSEI so they will continue
to use video lectures in the future. A significant amount of research has tied satisfaction to
FBI. Lee (2009) measured levels of perceived enjoyment and satisfaction with student
intention to use e-learning and found that satisfaction had the most significant effect on
learners intention to continue e-learning in the future. Roca et al. (2006), using the TAM
model to look at reasons for student continuance, found that their intention to continue was
determined by satisfaction. Alraimi et al. (2015) showed that continuing to use an e-learning
platform was influenced by a number of factors, including student satisfaction. One
approach to explore relationships that affect intention to use involves the use of flow theory.
The flow theory is reflective of aspects of LSEI in a variety of ways. Students experience flow
when their levels of involvement reach a point where other things happening around them
appear insignificant and their sense of time becomes distorted (Hoffman and Novak, 2009).
Flow is linked to student engagement, as students who experience flow show an increase in
enjoyment and concentration (Lee, 2009). Researchers have tied engagement and interest to
the flow theory by developing constructs that looked at perceived levels of the two
(Huang, 2003; Koufaris, 2002; Lee, 2009). Adding support for aspects of LSEI having a Video lectures
positive relationship with intention to use, Lee (2009) and Lee et al. (2009) found that there is in e-learning
a greater chance of FBI for students who experience a state of flow in e-learning.
Furthermore, in Lee et al.s (2009) study, students who believed e-learning improved their
learning also showed higher levels of intention to use. Based on the findings of previous
research, the final hypothesis of this study is as follows:
H4. LSEI is positively correlated with FBI. 19
4. Methods
4.1 Contextual background
This research analyzed surveys completed by Open Cyber University (OCU) students in
South Korea. The surveys reflect OCU classes taken during the second semester of 2015.
Founded in 1997 and initiated in the fall semester of 1998, the OCU provides a wide range of
online courses for university students in South Korea (Jung and Rha, 2001). The OCU is
operated and funded by a network of 23 traditional brick-and-mortar universities, referred to
as the consortium. These 23 universities provide the individual content, design and
instructors for the OCU courses (Jung and Rha, 2001). As of 2016, the OCU is the largest
online university system in South Korea, providing more than 400 courses to approximately
120,000 students each year. (About OCU, 2017).
4.2 Sample collection and data analysis

Initially, ten students at a national university in South Korea were contacted to be interviewed
regarding their involvement in the OCU. Specifically, they were asked questions regarding the
effectiveness of OCU courses, the quality of the lectures and the general nature of each OCU
lesson. Based on their responses, it was found that the OCU operated in a reasonably traditional
manner, with little to no learner-to-learner interaction or learner-to-instructor interaction. For this
reason, a broad survey of OCU focusing on student perceptions of the video lectures was felt to be
the best method of understanding the most important aspect of OCU instruction, which is the
video lecture.
In January 2016, 105 students who had taken an OCU class in the fall semester were
contacted and sent surveys to complete. Of those 105 students, 92 attempted the survey.
However, among the 92 attempted surveys, four were incomplete to a point that precluded
them from being able to be used for analysis. Those surveys were removed, leaving 88
participants in the study. Of those 88 participants, 26 were males and 62 were females. There
were 25 seniors, 22 juniors, 26 sophomores and 15 freshmen. The average age of the subjects
was 22 years, with the oldest being 29 years and the youngest being 19 years. All participants
were full-time, brick-and-mortar students who had taken a variety of classes at the OCU to
supplement their offline classes.
4.3 Instrument development

The first phase of developing the instrument used in this survey was to conduct a series of
qualitative interviews with students who had been part of the OCU. Initially, questions
focused on learner-to-learner interaction, lecture style and viewership impacted student
perceptions of the their cyber university class. However, it was found that none of the
respondents had any learner-to-learner interaction. Therefore, a decision was made to focus
on how the amount of lectures watched and the diversity of the lectures affected learner
perceptions.
There were 12 initial items in the survey that relate to this study, with one asking how
many lectures the learners watched, five asking about lecture variety, three asking about
ITSE learning, satisfaction, engagement and interest and three asking about the learners future
14,1 intention derived from their cyber classes. A preliminary survey was conducted, and the
results were discussed with ten participants regarding the appropriateness of the items.
The item asking about how many lectures the learners watched was initially based
around percentages: What percentage of lessons did you watch?. However, participants in
the preliminary survey felt that phrasing the question in such a way was somewhat
20 confusing. For that reason, it was changed to simply state, How many of the lectures did you
watch?. There were six possible responses to the item: none, very few, less than half, about
half, most or all. For the purposes of analysis, those categories were converted into a scale
between 0 and 5, with 0 reflecting the response none and 5 representing the response all.
Among all of the surveys that were used in this study, none of them contained the response
none. Therefore, the final scale was between 1 and 5. This scale is similar to that used by Le
et al. (2010) in which the amount of lectures watched during a semester was coded into six
separate categories, including none.
The categories for calculating media diversity were initially similar to Gou et al.s (2016)
six categories. However, according to participant responses during the qualitative survey
creation phase, those categories required some modification. When discussing the way
lectures were delivered, participants mentioned five ways that information was conveyed
during lectures. Furthermore, several lectures were watched by the researchers. The
methods of delivery observed were turned into items that could be checked after the question,
How were the lectures delivered?. The five methods of delivery were as follows: slides with
text, images, graphs, etc., slides with voice of professor, video of professor talking, video of
professor talking with text in the background and other audio or visual multimedia (such as
music, the recording of a speech or a video of something related to the contents of the lecture).
There were three items that made up the LSEI scale. These items, or items in similar
forms, have been used in a great deal of online research looking into students sense of
learning (Arbaugh, 2000; Costley and Lange, 2016; Eom et al., 2006; Kim et al., 2011; Lee, 2010;
Lee and Rha, 2009; Liaw, 2008; Lyons et al. 2012; Richardson and Swan, 2003; Shea et al.,
2003; Sun et al., 2008; Thurmond et al., 2002). The item that was used to generate the students
perception of learning was, Overall I learned a lot in this class. This item was adapted from
Kim et al.s (2011) perceived learning item (I think I learned a lot from this course), which was
used to determine students perception of their e-learning experience. The item used to
generate the students perception of satisfaction was, Overall I was satisfied with this class.
This item was adapted from Arbaughs (2000) satisfaction item (I was very satisfied with this
course), which was used to measure student satisfaction levels of an online course. The item
used for creating the engagement and interest part of the learners perception was Overall
this class kept me engaged and interested. This item was adapted from Sun and Ruedas
(2012) item (I am interested in the work at the online class), which measured interest of an
online learning class as part of their engagement scale. Cronbachs alpha was calculated for
the three items (0.812) and was considered acceptable to combine them into one construct.
The construct was eventually used to examine its relationship with the independent
variables used in this study
According to TAM, attitudes toward learning play a decisive role in learners intention to
use (Davis et al., 1989). These attitudes include ones feelings toward the topics being learned,
to the instructors delivering the content and to the technology itself (Liaw et al., 2007).
Reflecting the notion that these types of attitudes influence intention to use, and based on the
original TAM model that represents behavioral intention to not only use the technology but
to intend to use it along with features associated with it to aid learning, the following items
were self-developed for this study: This class made me want to learn more about the topic,
I would take a class with the same professor and I will not take another OCU class again. Video lectures
The scale was designed to reflect the behavior that learners claimed would be generated from in e-learning
the class that they had taken. Items similar to these have been used in research (Alraimi et al.,
2015; Chang et al., 2015; Lee, 2009; Liaw, 2008; Liaw et al., 2007; Roca et al., 2006). Cronbachs
alpha was calculated at 0.832, so the items were combined together generating a single
construct, which was used to examine its relationship with the independent variables used in
this study.
21
5. Results
A description of the results from each variable is shown in Table I. The mean for amount of
lectures watched was 3.05, whereas the diversity of lecture delivery was 2.09. These scales
were out of 5. The variable for amount of lectures watched represents a quantification of
student responses. A summary of this can be seen in Table II. The low amount of lectures
watched by the students is of note, with only 45 per cent of the subjects watching most or
all of the lectures. Although both dependent variable scores were low, LSEI (5.72) was
higher than FBI (5.12). Both of these scales were out of 10.
Not all measured variables were correlated (see Table III). The strongest statistically
significant correlation was between FBI and LSEI (0.746) (p 0.01), followed by the
correlation between the amount of lectures watched and LSEI (0.247) (p 0.05), and diversity
of lecture delivery and LSEI (0.235) (p 0.05) representing the least significant correlation.
The amount of lectures watched (0.138) and diversity of lecture delivery (0.098) were not
statistically significantly correlated with FBI. Furthermore, there was not a statistically
Variables No. of items Minimum Maximum Mean Standard deviation
Amount of lectures watched 1 1 5 3.05 1.59 Table I.

Diversity of lecture delivery 5 1 5 2.09 1.18 Mean and standard
LSEI 3 1.33 10 5.72 1.69 deviation of variables
FBI 3 1.33 10 5.12 1.60 (n 88)
Frequency (%) Cumulative (%)
All 26 29.5 29.5

Most 12 13.6 43.1
About half 12 13.6 56.7
Less than half 16 18.2 74.9 Table II.
Very few 22 25 100 Amount of lectures
None 0 0 100 watched (n 88)
Amount of lectures Diversity LSEI FBI
Amount of lectures 1
Diversity 01 1 Table III.
LSEI 0.247* 0.235* 1 Correlations between
FBI 0.138 0.098 0.746** 1 amount of lectures
watched, diversity,
Notes: * p 0.05; ** p 0.01 LSEI and FBI (n 88)
ITSE significant correlation between amount of lectures watched and diversity of lecture delivery
14,1 (0.01).
Demographic variables were examined to examine their relationships with amount of lectures
watched, diversity of lecture delivery, LSEI and FBI. Moreover, t-tests of the differences between
genders showed no statistically significant comparisons (see Appendix 1). Also, an ANOVA test
was performed that showed no statistically significant relationship between student grade levels
22 and any of the variables (see Appendix 2). Furthermore, correlations were calculated between
subject age and the variables, with none of the relationships being statistically significant (see
Appendix 3).
Multiple regression analysis was used to find out the degree to which the amount of
lectures watched and the diversity of lecture delivery affected both LSEI and FBI. As seen in
Table III, the combination of the independent variables accounted for a small (12 per cent),
but statistically significant, percentage of the variance. The whole model was shown to be
statistically significant with a p-value of 0.005 (F 5.656). Multiple regression was again
used to assess if the combined effects of amount of lectures watched and diversity of lecture
delivery had a greater effect on FBI than they had individually (see Table IV). The results
show an R2 value that is not statistically significant (R2 0.029, p 0.285).
6. Discussion
This studys main focus was to investigate whether media diversity and lecture viewership
have an effect on learning, represented by the LSEI construct. Because satisfaction,
engagement and learning have all been shown to be predictors of a positive learning
experience (Astin, 1993; Bailey et al., 1998; Chute et al., 1999; Edwards and Waters, 1982;
Donohue and Wong, 1997; Guo et al., 2014), and the fact that they were found to be similar in
regards to learning in this study, they were added to perceived learning to form a single
construct. However, not all aspects of e-learning that may engage, raise interest or satisfy
students necessarily lead to learning. But in a general sense, it has been shown that when
these factors are applied to goal-related activities, students generally learn what is expected
of them (Huang, 2003; Koufaris, 2002; Lee, 2009; Sun et al., 2008). It is important to note that
any intervention should be implemented in a way that leads to learning so that the likelihood
of students intent to continue with such learning in the future increases. Based on this
notion, a secondary investigation was performed in this study to see if diverse media delivery
also leads to higher levels of lecture viewership and continued usage of the e-learning system.
This is important because if media diversity leads to increased levels of LSEI, it would be
advantageous for students to continue participating in such environments to promote
learning in the future. Based on this notion, this study examined the hypotheses to see if
LSEI FBI
t t
Amount of lectures watched 0.247 2.445* 0.138 1.303

Diversity of lecture delivery 0.235 2.330* 0.098 0.932
F 5.656*** 1.273
Degrees of freedom 85 85
R 0.343 0.171
Table IV. R2 0.117 0.029
Multiple regression Adjusted R2 0.097 0.006
tables for LSEI and
FBI Notes: * p 0.05; ** p 0.01; *** p 0.001
media diversity not only leads to learning but if such potential associations with learning Video lectures
also lead to continual usage in the future. in e-learning
The results did not support H1, which predicted that the delivery of diverse forms of
media would be positively correlated with the amount of lectures watched. Currently, there is
not much research focused on this area, but the research that does exist suggests that
including various forms of media along with a visual of the professor should lead to higher
levels of viewership (Guo et al., 2014). However, the findings of this study found no
relationship between lecture diversity and viewership. In this study, it is apparent that
23
although diverse media integration may have been viewed as helpful to the students, it was
not a determining factor in watching more videos. It may be possible that the additional
material associated with the diverse delivery may have restricted viewership because of the
extended time required to view such material. Furthermore, if media diversity required more
effort to make connections with the specified goals, viewership may have also been
restricted. For those with high levels of viewership, there may have been other motivating
factors that led them to make their decision to watch more videos, but it is apparent that the
presentation style did not influence their decision. One such factor may be that attendance in
the OCU is represented by actual video lecture viewership. This may have led students to
watch more videos to gain a better attendance grade, regardless of the media diversity
included in the videos.
H2a was supported by the results of this study, in that media diversity was positively
correlated with LSEI. This is consistent with what most research shows in regards to the
relationship between diverse delivery and factors associated with LSEI. Kim et al.s (2011)
study provides support for what the current study defines as media diversity. They describe
a variety of media integration using similar media formats used in this study to describe
lecture diversity, and they found that such variety is related to higher levels of learning and
satisfaction. Similar research shows that information presented with diverse forms of media,
rather than a straight lecture, is helpful for students not only to get a better understanding of
the information but also in holding their interest (Klass, 2003; Rawat et al., 2014). Other
research has found relationships between a combination of multimedia and higher levels of
engagement (Michelich, 2002; Zhang et al., 2006). Based on this study and prior research that
support its findings, the suggestion to e-learning instructors is fairly simple and
straightforward: integrate lecture delivery with diverse forms of media to not only keep
student interest and help them understand the topic but to ultimately increase all aspects of
LSEI. The findings of the present study strengthen the argument that media diversity in an
e-learning environment is beneficial to the learning process by relating it not only to selective
aspects of LSEI but relating it also to the combined construct of LSEI. Instructors need to be
multifaceted in their use of media in presenting their lectures because doing so should
produce more positive outcomes represented by LSEI.
Although it was found that there was a relationship between lecture diversity and LSEI,
H2b was rejected in that media diversity did not appear to have an effect on students FBI to
continue with online learning at the cyber university. Other research has found an indirect
relationship between lecture diversity and intention to use, through mediation with
perceived usefulness (Liaw, 2008; Liu et al., 2009). However, the current study did not use
mediation to link diverse lecture delivery to FBI. It is therefore apparent that although lecture
diversity affected LSEI, it did not have a direct influence on students decisions to continue
studying in the future. It may be the case that specific aspects associated with the media
diversity, which lead to learning, did not lead to intention to use in the future. This may
include the additional time and effort associated with additional content presented through
diverse media. Although such effort can lead to enhanced levels of learning, it may have been
ITSE too much for students to commit to such instruction in the future. For those students that
14,1 showed high levels of FBI, other factors apparently influenced their decisions on whether to
continue to use or not. Unfortunately, looking into such factors is beyond the scope of this
study. Future research needs to examine other factors that lead to students intention to use,
in addition to finding specific ways of sufficiently promoting student continuance by
diversifying lecture delivery.
24 The results of this study supported H3a, in that the amount of lectures watched was
positively correlated with LSEI. The relationship between viewership and LSEI generally
supports the notion that watching videos leads to higher levels of learning, satisfaction,
engagement and interest (Bongey, 2006; Chandra, 2007; Danielson et al., 2014; Owston et al.,
2011; Toppin, 2011; Traphagan, 2005; Traphagan et al., 2010). The current study focused
specifically on the frequency of viewership, rather than the general usage of the videos. The
resulting outcome was telling, in that students who watch more videos tend to perceive
higher levels of LSEI. Although the results from other studies generally support the notion
that watching videos is linked to specific aspects of LSEI, this study found that watching
more videos is related to LSEI as a combined construct. Thus, the current study shows that
as viewership of video lectures increases, the more learning is supported through higher
levels of LSEI. From these results, the conclusion can be made that e-learning instructors
need to produce video lectures in a way that encourages higher levels of viewership among
the learners. The educational benefits to watching more videos are apparent, and instructors
need to make sure they are engaging their students in a way that would promote higher
viewership levels.
According to the findings of this research, the positive effect that watching more videos
has on LESI does not carry over to student intentions to continue using the e-learning system
(H3b). Past research has looked to see if a relationship exists between experience of watching
video lectures and students future intention to use e-learning. Results from such research are
mixed in this regard (Giannakos and Vlamos, 2013; Giannakos et al., 2015). Both the
Giannakos and Vlamos (2013) study and the Giannakos et al. (2015) study hypothesized that
because of research conducted by Liao and Lu (2008) showing that experience in Web-based
learning has an effect on intention to use, the same principles would be applied for video
lectures. However, Giannakos et al. (2015) could not support the hypothesis with their
findings. Like Giannakos et al. (2015), this research was unable to substantiate the claim that
having more experience in viewing lectures leads to higher FBI. One reason may be that if the
videos were perceived to be too time-consuming, students may have been turned off to the
idea of going through the same process in the future. This is supported by Guo et al. (2014),
who claim that video lectures should be limited in length to ensure optimal levels of
engagement. Because minimal research exists on this area, more analysis needs to be done to
see how to promote higher levels of FBI through higher levels of video viewership. Perhaps,
there may be other factors that when combined with high levels of video usage leads to
higher levels of FBI. However, this study looked at the direct relationship between viewing
levels and FBI, and the results of this study show that watching more videos does not lead
students to be more likely to continue using e-learning.
Finally, the results of this study support H4, which predicted that LSEI would be
positively correlated with FBI. Research supports this by tying aspects of LSEI to student
intention to use e-learning (Alrami et al., 2014; Lee, 2009; Roca et al., 2006). Most of the
research in this regards shows a relationship between satisfaction and FBI, as it appears that
students who are more satisfied with their e-learning experience are more prone to continue
using e-learning. Engagement and interest has also been linked to FBI through the use of the
flow theory (Huang, 2003; Koufaris, 2002; Lee, 2009). Although other studies were successful
in demonstrating the importance of showing that specific aspects of LSEI affect levels of FBI, Video lectures
this study confirmed that LSEI as a combined construct has a relationship with FBI. in e-learning
7. Conclusion and limitations
Using survey analysis of students who participated in cyber university courses in Korea, this
study found that the amount of lectures viewed and media diversity both positively affected
LSEI. However, FBI was found to have no relationship with either the amount of lectures
viewed or lecture diversity. Additionally, media diversity did not lead to more viewership of
25
the video lectures. Finally, LSEI was found to have a relationship with FBI. Given the
positive relationships found with LSEI in this study, it can be concluded that media diversity
and lecture viewership are useful for the online learning process. However, unexpected
results were found, specifically that media diversity and watching more videos did not affect
FBI. Because media diversity and watching more videos have been shown to have an effect
on LSEI, it was assumed that they would positively influence FBI as well. However, the
results show that media diversity and high levels of viewership did not influence the
behavioral intention to continue the use of cyber university courses in the future. Through its
findings, this study serves as an important starting point for using media diversity to
promote learning, represented in this study by combining learning, satisfaction, engagement
and interest into a single learning construct. Using these findings as a first step, future
research needs to expand on the results in a way that will further enhance the learning
experience.
The current study looks at media diversity in a general sense, and it is beyond its
scope to examine specific conditions under which it would have the most impact. One
way to add to the positive relationships found with media diversity is to set experimental
conditions to see exactly how and when media diversity should be applied within an
e-learning course. Future research needs to look deeper into why media diversity and
lecture viewership is not linked with FBI, given the fact that they were shown to be
linked with learning. Follow-up interviews of participants may provide useful
information as to why no relationships were found with those variables. Additionally,
looking into specific reasons as to why the students watch or do not watch videos would
be useful for future recommendations of how to improve video lectures in a way that best
engages students. For example, the fact that this study did not find a link between media
diversity and amount of videos watched could be explained further through qualitative
questioning. Using that approach may be useful to find out if the videos were consistent
with their media diversity throughout the course. For example, some instructors may use
diverse media delivery, but be inconsistent in its application at the beginning of the
course. This may have had a negative effect of viewership early on, only to have the
students discover that when they check back in later in the semester, the lectures
suddenly contained diverse media integration that was not there in the first few lessons.
Lecture diversity LSEI
Amount of Figure 1.
FBI
lectures
The research model
ITSE More detailed research could uncover factors of this type. It should also be noted that the
14,1 limited sample size used in this study is too small to make generalizations to the whole
population of OCU users. Although there are some limitations to this study, it does
provide useful information for e-learning instructors who wish to enhance the learning
experience through the delivery of diverse forms of media.
26
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216
ITSE Appendix 1
14,1
Variable Gender N Mean Standard deviation p
Male 26 2.92 1.74 0.643
Amount of lectures Female 62 3.10 1.53
30 Male 26 1.88 1.28 0.291
Diversity Female 62 2.18 1.34
Male 26 5.81 1.69 0.748
Table AI. LSEI Female 62 5.68 1.70
T-test for gender Male 26 5.26 1.75 0.573

(n 88) FBI Female 62 5.06 1.55
Appendix 2
Variable F p
Table AII. Amount of lectures 1.128 0.349
Summary of ANOVA Diversity 0.668 0.616
analysis for grade LSEI 1.426 0.212
(n 88) FBI 1.223 0.307
Appendix 3
Table AIII.
Summary of
correlations between Lectures watched Diversity LSEI FBI
subject age and
variables Pearson correlation 0.017 0.010 0.119 0.184
(n 88) Significance (two-tailed) 0.874 0.924 0.271 0.085
About the authors

Jamie Costley is a Visiting Professor in the Department of English Education at Kongju National
University in South Korea, where he also earned his PhD degree in Instructional Design. He has been
involved in teaching students in blended learning situations and researching effective online
instructional strategies since 2010. His main area of research is the impact of task or learning
environment design on student-to-student interaction. He is currently involved in research into
improving instruction in online classes in South Korea, and welcomes contact on this topic.
Christopher Henry Lange is a Visiting Professor in the Liberal Arts Department at Joongbu
University in South Korea. He has collaboratively published papers on group work and e-learning
environments. His current research interests are effects of interaction within online learning
environments. Furthermore, he is interested in investigating ways of improving online instruction,
design and delivery to better address the needs of e-learning students. He has a Masters of Education
degree from Kongju National University in South Korea, and is currently enrolled in the PhD program
there. Christopher Henry Lange is the corresponding author and can be contacted at:
christopherhlange@gmail.com
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Interactive Technology and Smart Education

Video lectures in e-learning: Effects of viewership and media diversity on

To cite this document:

*Related content and download information correct at time of download.

4.2 Sample collection and data analysis

4.3 Instrument development

Variables No. of items Minimum Maximum Mean Standard deviation

Amount of lectures watched 1 1 5 3.05 1.59 Table I.

Frequency (%) Cumulative (%)

All 26 29.5 29.5

Amount of lectures Diversity LSEI FBI

Amount of lectures watched 0.247 2.445* 0.138 1.303

Lecture diversity LSEI

ocu/sub05.asp (accessed 17 February 2016).

Sweller, J. (1999), Instructional Design in Technical Areas, ACER Press, Camberwell.

T-test for gender Male 26 5.26 1.75 0.573

About the authors

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