Fostering Generative Learning From Video Lessons: Effects of Learning Strategies and Lesson Formats

• In Event: AERA Poster Session 9
  In Poster Session: Supporting Learning Through Fundamental Cognitive Processes

Abstract

This study explored instructional methods and learnings strategies for fostering learning from a narrated video lesson on the kidney. One hundred ninety-six college students were randomly assigned to a video format and learning strategy condition. Students listened to narration as they viewed static or instructor-generated visuals. After each part of the lesson, students either wrote explanations, created drawings, or rewatched the lesson. Students then completed retention and transfer tests. Results indicated the explain group significantly outperformed the draw and rewatch group on retention and transfer. There was also a significant strategy by video format interaction for transfer: explaining was most effective while observing instructor-generated visuals. This suggests students benefit most when effective video formats are aligned with appropriate learning strategies.

Authors

• Logan Fiorella, University of Georgia

• Shelbi Laura Kuhlmann, University of North Carolina - Chapel Hill

• Andrew T. Stull, University of California - Santa Barbara

• Richard E. Mayer, University of California - Santa Barbara