Enhancing attention and memory during video-recorded lectures.

Abstract

Lectures have long been a staple of various kinds of instruction, and constitute a component of most online learning platforms. Systematic research has begun to examine how to enhance lecture learning in traditional classroom settings and in online education. This article provides a conceptual framework for thinking about attention and memory during video-recorded lectures, particularly as related to online learning, that builds on 3 key claims: (a) online learning can be conceived as a type of self-regulated learning, (b) mind wandering reflects a failure of executive control that can impair learning from lectures, and (c) providing intermittent tests or quizzes can benefit attention and learning. We then summarize recent studies based on this framework that examine the effects of interpolating brief quizzes in a video-recorded lecture. These studies reveal that interpolated quizzing during a video-recorded lecture reduces mind wandering, increases taskrelevant behaviors such as note taking, boosts learning, and also improves calibration between predicted and actual performance. We conclude by discussing recommendations, open questions, and future research directions.

Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

“…Schacter and Szpunar (2015) propose a conceptual framework for enhancing learning from educational videos that identifies online learning as a type of self-regulated learning. Self-regulation of learning requires students to monitor their own learning, to identify learning difficulties, and to respond to these judgments; in other words, it requires students to actively build and interrogate mental models, practicing metacognition about the learning process.…”

Teaching wildlife techniques to millennials with a flipped classroom

“…For example, some lecture‐capture software (e.g., Articulate; Articulate Co. New York, NY) allows students to interact with video lectures by marking areas where they are confused and asking questions on the video timeline. Alternatively, providing questions or quizzes throughout online lecture can increase students' attention when watching online lectures (Schacter and Szpunar ).…”

Wandering eyes: Eye movements during mind wandering in video lectures

“…With the rapid expansion of online courses, the problem of keeping attention extends beyond traditional classrooms. Although video lectures make learning more accessible, they often rely on learners to regulate attention and thus leave room for attention failures (Schacter & Szpunar, ).…”

“…Although video lectures make learning more accessible, they often rely on learners to regulate attention and thus leave room for attention failures (Schacter & Szpunar, 2015).…”