Zusatzmaterial zum Artikel "Investigating the situational impact of academic language demands on university students' boredom with an instructional video"

This collection contains the underlying materials of the article "Investigating the situational impact of academic language demands on university students' boredom with an instructional video". In this study, the researchers consider academic language demands as a feature of the learning environment and examine how they affect boredom in a learning situation based on an instructional video. A total of 123 pre-service teachers from a German university were randomly assigned to one of three content-equivalent instructional videos that differed in linguistic complexity (easy, moderate, or difficult). Their boredom was assessed before and while watching the instructional video, as well as after completing an achievement test following the video (i.e., there were three measurement time points). A language test was also conducted to assess students’ language abilities. - The collection consists of (1) the transcripts of the video instructions for every linguistic complexity, in German and English language, (2) a table showing the mean value of boredom for each language condition, (3) the latent class growth model, and (4) the linear latent growth curve model.