Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures
Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students’ strategy preference moderates the effect of self-explanation strategies on learning from video lectu...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2024-01-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/27_1#h.zb7m8far2byn |
| _version_ | 1797370976320618496 |
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| author | Yi Zhang Jiumin Yang Chenyan Dai Zhongling Pi |
| author_facet | Yi Zhang Jiumin Yang Chenyan Dai Zhongling Pi |
| author_sort | Yi Zhang |
| collection | DOAJ |
| description | Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students’ strategy preference moderates the effect of self-explanation strategies on learning from video lectures. The current study investigated how students’ self-explanation strategy preference impacts their learning from video lectures by using prompts with a between-within-subjects design strategy preference (i.e., strategy preference vs. no strategy preference; between subject) and with prompt type (i.e., focused vs. open; within-subject), assessing learning performance, cognitive load, attention allocation, quantity and quality of explanation, and behavioral patterns. Study results showed that, compared to students using open prompts and with no self-explanation preference, providing focused prompts improved their learning performance and explanation quality, lowering their cognitive load and enabling them to search for information more accurately. Meanwhile, for students with a self-explanation preference, the two types of prompts used in this study had a similar positive impact on their learning performance and their quality of explanation. |
| first_indexed | 2024-03-08T18:12:03Z |
| format | Article |
| id | doaj.art-e4b2a362f889455b9e92d07f25e9900d |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-03-08T18:12:03Z |
| publishDate | 2024-01-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-e4b2a362f889455b9e92d07f25e9900d2024-01-01T04:09:10ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222024-01-01271849910.30191/ETS.202401_27(1).RP06Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lecturesYi Zhang0Jiumin Yang1Chenyan Dai2Zhongling Pi3College of Education for the Future, Beijing Normal University, ChinaFaculty of Artificial Intelligence in Education, Central China Normal University, ChinaHangzhou Zhaohui Middle School, China Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, ChinaPrevious studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students’ strategy preference moderates the effect of self-explanation strategies on learning from video lectures. The current study investigated how students’ self-explanation strategy preference impacts their learning from video lectures by using prompts with a between-within-subjects design strategy preference (i.e., strategy preference vs. no strategy preference; between subject) and with prompt type (i.e., focused vs. open; within-subject), assessing learning performance, cognitive load, attention allocation, quantity and quality of explanation, and behavioral patterns. Study results showed that, compared to students using open prompts and with no self-explanation preference, providing focused prompts improved their learning performance and explanation quality, lowering their cognitive load and enabling them to search for information more accurately. Meanwhile, for students with a self-explanation preference, the two types of prompts used in this study had a similar positive impact on their learning performance and their quality of explanation.https://www.j-ets.net/collection/published-issues/27_1#h.zb7m8far2bynself-explanationstrategy preferenceattention allocationbehavior pattern |
| spellingShingle | Yi Zhang Jiumin Yang Chenyan Dai Zhongling Pi Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures Educational Technology & Society self-explanation strategy preference attention allocation behavior pattern |
| title | Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures |
| title_full | Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures |
| title_fullStr | Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures |
| title_full_unstemmed | Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures |
| title_short | Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures |
| title_sort | students strategy preference moderates effects of open or focused self explanation prompts on learning from video lectures |
| topic | self-explanation strategy preference attention allocation behavior pattern |
| url | https://www.j-ets.net/collection/published-issues/27_1#h.zb7m8far2byn |
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