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

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...