Title : The impact of different video features for long term memory
Abstract:
As the world is shifting more towards relying on technology and the internet, videos are being more commonly used for information intake. This study aims to identify the features of video that can improve content retention, which may contribute to the development of more effective learning materials for high school and undergraduate students. Our research aims to support the development of more effective learning materials for high school and undergraduate students by identifying the video features that impact content retention in memory. We focus on how feature types, such as video length, and the presence of subtitles, interact to influence memory retention and information intake in the long term and how hippocampus activity supports the effect of different video features on memory. Our methods include a total of 1000 high school and undergraduate students (mean age of 21) that will be split into 4 groups to undergo fMRI scans and behavioral testing. Overall, short videos and having captions would improve memory. However, the impact of adding captions would be greater in short than long videos. On the other hand, the hippocampus activity will be more active during longer videos because the hippocampus marks its memory with temporal conditions, using its time cells to organize and store the information. We concluded that students given short films including captions will have better test scores, but students given long films including captions have higher hippocampus levels. This study discovers that by adding captions and by segmenting the content into shorter parts can improve content retention, leading to development in the deliverance of educational content for students.
