Students' strategy preference moderates effects of open or focused self-explanation prompts on learning from video lectures

• Published in: Educational Technology ＆ Society Vol. 27; no. 1; pp. 84 - 99
• Main Authors: Zhang, Yi, Yang, Jiumin, Dai, Chenyan, Pi, Zhongling
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology ＆ Society 01.01.2024; International Forum of Educational Technology & Society
• Subjects: attention allocation; behavior pattern; Behavior Patterns; Cognitive Ability; Cognitive load; Educational aspects; Learning; Learning strategies; Lecture Method; Lectures and lecturing; Preferences; Psychological Patterns; Public speaking; self-explanation; strategy preference; Students; Technology application; Video Technology; China; Strategy preference; Self-explanation; Behavior pattern; Attention allocation
• ISSN: 1176-3647; 1436-4522; 1436-4522
• DOI: 10.30191/ETS.202401_27(1).RP06

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.