Video-watching sequences involving pausing and rewinding are negatively correlated with math task performance in a flipped precalculus lesson¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Rewind (r = -0.291) and the three-event sequence pause-rewind-pause (r = -0.333) correlated negatively with math performance. → Linyu Yu 2025

Evidence¶

Linyu Yu 2025¶

Linyu Yu, Peter F. Halpin, Matthew L. Bernacki, Sirui Ren, Robert D. Plumley and Jeffrey A. Greene. (2025). Interpreting Predictive Learning Sequences in a College Math Course through a Self-Regulated Learning Framework. Journal of Learning Analytics 12(3). https://doi.org/10.18608/jla.2025.8865

q2 · i? · associational · r2

Students recruited from one Precalculus course at a US university (a convenience sample of 55; 49 with multimodal data) completed a math task from a flipped lesson in a lab while thinking aloud. Sequence pattern mining of their digital traces picked out the six events or event sequences most correlated with post-test scores, which together explained R² = 0.371. Three were negative: rewind (r = –0.291, 95% CI –0.529 to –0.011), pause–rewind–pause (r = –0.333, 95% CI –0.562 to –0.058), and opening the third homework question and leaving it (r = –0.376). In the six-predictor regression neither video sequence was significant (p = 0.104 and 0.097). The authors read rewinding as a sign of attempts to recall or clarify content after distraction or misunderstanding, and say they do not suggest discouraging pausing or rewinding.

"sequences that included pausing and rewinding videos predicted poorer performance."

Discussion¶

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