Redesign digital SRL skill training into video-based multimedia splitting content across audio and visual channels to raise completion rates and learning efficiency¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors resolved to simplify their three-module training after low completion rates limited benefits. "By adopting a multimedia approach, we aimed to sustain the didactic benefits of the training and make it more efficient and engaging by splitting our delivery of content across audio and visual channels of information." In Study 2, digital videos replaced textual content so learners could save time by viewing video rather than reading, and the authors examined whether the redesign produced higher completion rates and lower completion times.

Design Implications¶

Context¶

Requirements¶

• Alignment with multimedia learning theory (Mayer, 2021)
• Retention of the didactic content and mastery-assessment activities of the original modules

Constraints¶

• The article reports the redesign was intended to improve completion rates and efficiency; benefits depend on learners demonstrating skill mastery during the activities

Target Learners¶

• Undergraduate students in high-enrollment STEM gateway courses

Target Learning Goals¶

• Efficient acquisition of SRL skill knowledge at declarative, conceptual, and applied levels

Affordances¶

• Skill Training Depth Of Knowledge Design Model

Related Strategies¶

Examples¶

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Key Sources¶

• Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene. (2023). Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09356-9