Accountability and Learner Identity Cues in Video-Based Learning: Effects on Achievement, Motivation, and Satisfaction

Lixia Wang

doi:10.6918/IJOSSER.202608_9(8).0014

Authors

Lixia Wang Tianjin University of Technology and Education, Tianjin, China

DOI:

https://doi.org/10.6918/IJOSSER.202608_9(8).0014

Keywords:

Accountability; learner identity; video-based learning; learning achievement; learning motivation; learning satisfaction.

Abstract

The effectiveness of video-based learning depends on instructional design features as well as on learners' psychological states and the situational cues present during learning. This study examined whether accountability and learner identity cues affect learning achievement, motivation, and satisfaction in an online video-based learning task. We randomly assigned 120 participants to four experimental conditions, using a 2 (accountability: high, low) × 2 (learner identity: high, low) between-subjects design, so that each condition had exactly 30 participants. During the experiment, the participants watched a five-minute teaching video about Erikson's personality development stage. After watching the video, we asked them to complete the measurement of learning achievement, learning motivation, learning satisfaction and accountability perception. The test of accountability manipulation showed that this manipulation was successful. From the results, the independent variable of accountability had a significant main effect on the three outcome variables of learning achievement, learning motivation and learning satisfaction. The score under the condition of high accountability was significantly higher than that under the condition of low accountability. The main effect of learner identity did not reach a significant level on any of the outcome indicators. The interaction between accountability and learner identity had a significant impact on learning motivation and learning satisfaction, but had no significant effect on learning achievement. We further conducted a simple effects analysis on learning satisfaction, and found that under different accountability conditions, the effect of learner identity was not the same. Overall, these findings highlight accountability as a useful cue to support short video-based learning; at the same time, it can also be seen that learner identity cues work differently depending on the specific situation, and its effect is mainly produced in the process of interaction with accountability.

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