Journal
JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION
Volume 3, Issue 3, Pages 161-164Publisher
ELSEVIER SCIENCE INC
DOI: 10.1016/j.jarmac.2014.02.001
Keywords
Interpolated testing; Online learning; Video-recorded lectures; Judgments of learning
Categories
Funding
- Harvard Initiative for Learning and Teaching
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The video-recorded lecture represents a central feature of most online learning platforms. Nonetheless, little is known about how to best structure video-recorded lectures in order to optimize learning. Here, we focused on the tendency for high school and college students to be overconfident in their learning from video-recorded modules, and demonstrated that testing could be used to effectively improve the calibration between predicted and actual performance. Notably, interpolating a lecture with repeated tests helped to boost actual performance to the level of predicted performance, whereas a single test following the lecture served to lower unrealistic judgments of learning. The value of improving performance to match predictions of learning and other avenues for future research regarding meta-comprehension of video-recorded lectures is discussed. (C) 2014 Society for Applied Research in Memory and Cognition. Published by Elsevier Inc. All rights reserved.
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