Metacomprehension Accuracy Within Video Annotation Systems

• In Event: Implementing Technological Innovations to Foster Self-Regulated Learning

Abstract

Findings suggest that video annotation systems designed for simultaneous note-taking may have a deleterious effect upon metacognitive monitoring in general and metacomprehension in particular. Text-based strategies used to improve metacomprehension accuracy such as a delay in the production of a keyword to summarize the essence of an instructional topic do not appear to impact metacognitive performance in the context of video annotation. Interestingly, participants in the control condition (without annotation) performed as well in both learning performance and metacomprehension accuracy as their counterparts. These findings have implications for the design of video annotation systems and learner best practices in the use of video annotation, particularly in the online and blended learning formats.

Authors

• Aaron Owen Thomas, University of Florida

• Pasha Antonenko, University of Florida