Abstract
Improving students’ knowledge and application of American Psychological Association (APA) formatting rules typically involves spending class time reviewing or practicing these rules. Screencasts (narrated lectures with real-time screen capture) can reduce the time professors devote to teaching APA format. In addition to imparting rules, screencasts illustrate how to implement rules in a digital environment. Across two experiments, we examined whether screencasts effectively taught students how to generally set up a paper and a title page in APA format. Compared to students who accessed the
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