Abstract
It is well known that outlines can help learners establish a conceptual framework that connects new knowledge with prior knowledge, and thus promote learning. However, it is unclear whether outlines are beneficial before learning from watching an educational video. We tested the effects of two goal setting strategies on learning from a video lecture. Learners (N = 87) were randomly assigned to one of three groups: read an instructor-generated outline before the video (n = 29); read the same outline, and based on it, generate their own outline of the key ideas before the video (n = 29); control group (n = 29). The study was conducted in an eye-tracking laboratory. Learners in the instructor-generated outline group reported higher learning engagement than those in the control group. Learners in the reading and generating outline group paid greater attention to the learning materials, and had higher learning performance scores, than those in the control group. The two strategy groups did not differ from each other on learning engagement or learning performance. The findings suggest that: To improve learning, instructors should ask learners to read an instructor-generated outline, and to generate their own outline based on the instructor’s outline, before viewing the video lecture.
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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Funding
This work was supported by the Research Projects of the National Natural Science Foundation of China under Grant [62007023; Zhongling Pi; 61877024; Jiumin Yang; 62177027, Jiumin Yang]; Social Science Foundation of Shaanxi Province under Grant [2020P021; Zhongling Pi]; Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University under Grant [2022-05-057-BZPK01; Zhongling Pi]; and Central University of China under Grant [2022YBZZ023; Yi Zhang].
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Zhongling Pi, Yi Zhang, Ke Xu and Jiumin Yang. The first draft of the manuscript was written by Zhongling Pi and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Pi, Z., Zhang, Y., Xu, K. et al. Does an outline of contents promote learning from videos? A study on learning performance and engagement. Educ Inf Technol 28, 3493–3511 (2023). https://doi.org/10.1007/s10639-022-11361-5
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DOI: https://doi.org/10.1007/s10639-022-11361-5