Various studies have shown that video-based learning by explaining to a fictitious audience can be an effective learning strategy for promoting multiple knowledge domains such as memory, comprehension and knowledge transfer. However, field studies testing the effectiveness of this learning strategy in an applied setting are rare. The present study examines the effectiveness of the one-take video (OTV) approach on undergraduate students’ learning performance. The OTV method involves users recording short oral presentations without any editing and with the support of handwritten visualisations (video-based learning by explaining). To test the learning outcomes, 218 undergraduate teaching students for special educational needs were randomly assigned to two test groups (OTV and explaining in writing). After that, they completed three study tasks throughout the semester, each followed by immediate and delayed knowledge tests. The results for the OTV group show that students achieved significantly better results in the immediate memory test the more handwritten visualisations they used, but not the more often they repeated the video recordings. Analyses of variance revealed that the OTV group outperformed the writing group in terms of memory performance in the immediate test but not in the delayed posttest. The OTV group also significantly outperformed the writing group in both posttests in the transfer domain. No significant differences were found in the comprehension test scores.

各种研究表明，通过向虚构的观众解释基于视频的学习可以成为促进记忆、理解和知识转移等多个知识领域的有效学习策略。然而，在应用环境中测试这种学习策略的有效性的实地研究很少见。本研究检验了一次性视频 (OTV) 方法对本科生学习表现的有效性。OTV 方法涉及用户在没有任何编辑的情况下录制简短的口头演示，并在手写可视化（基于视频的解释学习）的支持下进行。为了测试学习成果，218 名有特殊教育需要的本科教学学生被随机分配到两个测试组（OTV 和书面解释）。在那之后，他们在整个学期完成了三项学习任务，每项任务之后都进行了即时和延迟的知识测试。OTV 小组的结果表明，学生在即刻记忆测试中取得的成绩显着提高，他们使用的手写可视化越多，但他们重复视频录制的频率越高。方差分析显示，OTV 组在即时测试中的记忆性能方面优于写作组，但在延迟后测中则不然。OTV 组在迁移域的两个后测中也显着优于写作组。在理解测试分数中没有发现显着差异。OTV 小组的结果表明，学生在即刻记忆测试中取得的成绩显着提高，他们使用的手写可视化越多，但他们重复视频录制的频率越高。方差分析显示，OTV 组在即时测试中的记忆性能方面优于写作组，但在延迟后测中则不然。OTV 组在迁移域的两个后测中也显着优于写作组。在理解测试分数中没有发现显着差异。OTV 小组的结果表明，学生在即刻记忆测试中取得的成绩显着提高，他们使用的手写可视化越多，但他们重复视频录制的频率越高。方差分析显示，OTV 组在即时测试中的记忆性能方面优于写作组，但在延迟后测中则不然。OTV 组在迁移域的两个后测中也显着优于写作组。在理解测试分数中没有发现显着差异。OTV 组在迁移域的两个后测中也显着优于写作组。在理解测试分数中没有发现显着差异。OTV 组在迁移域的两个后测中也显着优于写作组。在理解测试分数中没有发现显着差异。