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Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-explanation

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Abstract

Task-unrelated thoughts are a common experience for students that negatively impact learning outcomes. In the context of learning from videos, research has attempted to mitigate the impact by including interpolated testing at pauses in the video. The results of these studies are mixed and indicate that interpolated testing may not have a practical effect on reducing task-unrelated thoughts. In the present study, we aim to investigate whether writing self-explanations has a stronger effect than interpolated testing on reducing task-unrelated thoughts and improving learning outcomes. We recruited 138 participants distributed across three groups and presented them with the same video to review. The first group was the control group. The participants in the second group answered interpolated tests, and the participants in the third group wrote self-explanations at pauses in the video. All participants completed a knowledge test before and after watching the video to compare learning outcomes between groups. While previous studies have captured thought reports using probes at pre-determined intervals, we used self-caught thought reports in anticipation that participants expecting to write self-explanations would engage in metacognitive monitoring and thus become meta-aware. We found no significant difference between the groups regarding knowledge gain or meta-awareness. However, the number of thought reports written correlated positively with knowledge gain, indicating that learners who are meta-aware while learning from a video perform better on subsequent knowledge tests.

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Acknowledgments

The first author is supported by an Australian Government Research Training Program international (RTPi) Scholarship.

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Authors and Affiliations

  1. University of South Australia, Adelaide, Australia

    Daniel Ebbert, Alrike Claassen, Natasha Wilson, Srecko Joksimovic, Negin Mirriahi & Shane Dawson

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  1. Daniel Ebbert

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  2. Alrike Claassen

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  3. Natasha Wilson

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  4. Srecko Joksimovic

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  5. Negin Mirriahi

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  6. Shane Dawson

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Corresponding author

Correspondence toDaniel Ebbert.

Editor information

Editors and Affiliations

  1. Universidade Federal Rural de Pernambuco, Recife, Pernambuco, Brazil

    Rafael Ferreira Mello

  2. Ruhr University Bochum, Bochum, Germany

    Nikol Rummel

  3. FernUniversität in Hagen, Hagen, Germany

    Ioana Jivet

  4. University for Continuing Education Krems, Krems an der Donau, Austria

    Gerti Pishtari

  5. University of Murcia, Murcia, Spain

    José A. Ruipérez Valiente

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Ebbert, D., Claassen, A., Wilson, N., Joksimovic, S., Mirriahi, N., Dawson, S. (2024). Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-explanation. In: Ferreira Mello, R., Rummel, N., Jivet, I., Pishtari, G., Ruipérez Valiente, J.A. (eds) Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024. Lecture Notes in Computer Science, vol 15159. Springer, Cham. https://doi.org/10.1007/978-3-031-72315-5_9

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