Questions interpolated between video lecture segments improve subsequent test performance and reduce mind wandering¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who answered questions interpolated between about 5-minute video lectures performed significantly better on later tests and reported less mind wandering than students who did arithmetic problems between videos. → Brame Cynthia J 2016

Evidence¶

Brame Cynthia J 2016¶

Brame Cynthia J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.16-03-0125

q2 · i? · review · r2

The essay reports, citing Szpunar et al. (2013), a comparison of interpolated-question and arithmetic-control groups between video lectures: "the students in the interpolated question group performed significantly better". The interpolated group also took more notes and reported less anxiety.

"finding that the students in the interpolated question group performed significantly better on subsequent tests of the material and reported less mind wandering (Szpunar et al., 2013)."

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• Segmenting video into short pieces or click-forward pauses supports student engagement and learning from video — the general claim this finding bears on, with the studies behind it

• Segmenting Improves Multimedia Learning — the general claim this finding bears on, with the studies behind it

• Pre-instruction testing enhances memory for directly tested video content, with benefits shown for videos from 5 to 30 minutes — related
• Pretesting enhances learning — related
• Providing elaborate explanations and summary interactives instead of just scores increases students' perceptions of engagement and understanding and reduces mind wandering — related
• Changing activities during lessons improves student attention during the activity and subsequent lecture segments — related
• Learners engage in mind wandering approximately 30% of the time spent in educational activities, and this is associated with deteriorated learning outcomes — related
• Task-unrelated thoughts are consistently associated with lower test performance, accounting for approximately 7% of the variation in learning outcomes — related
• Properly segmented text facilitates decoding, encoding, and retrieval better than poorly segmented text — related
• Guiding questions and student control over video movement improve learning outcomes and satisfaction — related
• Continuously thematically structured lectures led to worse free recall than discontinuous lectures, contrary to intuition — related