Metacognitive Consequences of Video Segmentation

• In Event: 42.032 - Technology Experiences That Cognitively and Metacognitively Engage Learners

Abstract

Use of educational video continues to expand. The unique and evolving affordances of 21st century video streaming technology have the potential to support self-regulatory monitoring and control processes. Accurate monitoring of learning has been shown to be an important factor in effective self-regulated learning in text-based conditions, but little work has addressed metacognitive monitoring in video-based learning. Understanding of metacognitive monitoring in video is complicated by cognitive differences in processing of video and by the affordances of interactive video players that allow educators and learners to control the presentation of the video. One common affordance is learner and system-controlled segmentation of video. The following paper examines how system and learner-controlled segmentation impact learning and metacognitive monitoring accuracy.

Authors

• Aaron Owen Thomas, University of Florida

• Pasha Antonenko, University of Florida

• David J. Therriault, University of Florida

• Kent J. Crippen, University of Florida