Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations.

Abstract

This study explored ways to foster generative learning during a narrated video lesson about the human kidney. In a 2 × 3 between-subjects design, 196 college students were randomly assigned to a video format condition and a learning strategy condition. Students listened to oral explanations from the instructor as they viewed either a series of static diagrams (static visuals) or the same diagrams dynamically drawn on the screen without the instructor visible (instructor-generated visuals). After each part of the lesson, students either wrote verbal explanations (explain) or created drawings (draw), or they rewatched that part of the lesson (rewatch). All students then completed retention and transfer tests on the material. Results indicated a significant main effect of learning strategy for retention and transfer: the explain group significantly outperformed the draw group (retention: d = .60; transfer: d = .67) and the rewatch group (retention: d = .58; transfer d = .87). There was also a significant video format by learning strategy interaction for transfer: explaining was most effective for students who observed instructor-generated visuals (ds > 1.0) rather than static visuals (ds < .5). These findings suggest that when learning from narrated video lessons with complex diagrams, students benefit most from viewing dynamically generated drawings and then verbally explaining what they learned. In contrast, creating drawings may not be appropriate for learning from diagram-heavy lessons. Overall, this study demonstrates the importance of aligning instructional methods with appropriate learning strategies.

Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures

“…Although there appears to be wide utility of explaining to oneself and to peers across a range of information sources (eg, classroom activities, text, static diagrams, animations), the effects of these two learning strategies have only recently been examined in relation to the content of video lectures (Chi, Kang, & Yaghmourian, 2017; Fiorella et al ., 2020; Kobayashi, 2019a, 2019b). According to the self‐explanation principle in multimedia learning, self‐explaining facilitates deep learning from video lectures by prompting active engagement (ie, selecting, organizing and integrating; Wylie & Chi, 2014).…”

“…Learners who watch a video lecture are not necessarily actively making sense of the learning material by selecting important information, organizing it into a coherent mental model and integrating it with their prior knowledge (Fiorella, Stull, Kuhlmann, & Mayer, 2020). These learning behaviors may be more common in traditional classrooms, where interaction and immediate feedback are more accessible than they are when watching video lectures (Lin & Kao, 2018).…”

“…Generative learning strategies (that is, non‐passive) have been shown to promote learning in traditional contexts (Chi, Bassok, Lewis, Reimann, & Glaser, 1989; De Backer, Van Keer, & Valcke, 2012) and may also be helpful when learning from video lectures (Fiorella et al ., 2020; Fiorella & Mayer, 2016). One generative learning strategy is learning by explaining.…”

“…Using this strategy, learners generate statements to clarify the meaning of the learning material by integrating information from various sources and relating it to their prior knowledge (Chi et al ., 1989). One use of the explaining strategy is self‐explaining, which facilitates deep learning from video lectures (Fiorella et al ., 2020; Fiorella & Mayer, 2016; Mayer, Fiorella, & Stull, 2020). In a recent study (Fiorella et al ., 2020), college students viewed a 12‐minute narrated video lecture on how the human kidneys work.…”

“…One use of the explaining strategy is self‐explaining, which facilitates deep learning from video lectures (Fiorella et al ., 2020; Fiorella & Mayer, 2016; Mayer, Fiorella, & Stull, 2020). In a recent study (Fiorella et al ., 2020), college students viewed a 12‐minute narrated video lecture on how the human kidneys work. The video was broken into five segments and after each segment the participants either re‐watched the video (control group) or wrote an explanation (self‐explaining group).…”