In the original article, the original Table 3 was incorrectly included in the published article. Table 3 has now been removed from the article. The subsequent tables have been renumbered accordingly.
In addition a correction has been made to Result and Discussion, Results and Discussion on Cognitive Load Effect, Influence of Accelerated Playback Speed on Cognitive Load and Its Relation With Learning Ability, Paragraph 1. Instead of “Tables 6, 7,” it should be “Table 6.” The corrected paragraph is shown below:
The data of playback speed and cognitive load with students' different learning abilities are analyzed using ANOVA; the results are displayed in Table 6. From the results, video playback speed has a significant influence on students' cognitive load for both the high-level and low-level groups. However, the cognitive load of the high-level group is lower than that of the low-level group at all speeds. Through further exploration, we find that the cognitive load scores (s = 44.42) of the high-level group are very close to those of the low-level group (s = 44.60) when both groups obtain the best learning effect (at 1.25× speed for the high-level group and 1.5× speed for the low-level group).
The authors apologize for these errors and state that they do not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
personalized learning, video playback speed, learning effect, cognitive load, online learning
Citation
Mo C-Y, Wang C, Dai J and Jin P (2022) Corrigendum: Video playback speed influence on learning effect from the perspective of personalized adaptive learning: A study based on cognitive load theory. Front. Psychol. 13:947209. doi: 10.3389/fpsyg.2022.947209
Received
18 May 2022
Accepted
22 August 2022
Published
04 November 2022
Volume
13 - 2022
Edited and reviewed by
Xusen Cheng, Renmin University of China, China
Updates
Copyright
© 2022 Mo, Wang, Dai and Jin.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Chengliang Wang 249493144@qq.com
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.