The Influence Of Learning Strategies On Learners' Learning Of Video Lectures

As video lecture has been vastly applied in multi-environment such as online learning,blended learning and mobile learning,extensive attention has been drawn by a growing number of researchers to the teaching and learning in this area.Despite the fact that most studies aimed to improve teaching effect by optimizing the design of video lectures,few studies test the effectiveness of learners using learning strategies on improving learning performance.There are several studies investigating the impact of learning strategies on learning performance,while the underlying mechanism was left untested.The current study try to fill this gap by investigating the effect of different learning strategies on subsequent learning performance and learning process in different stages of learners'learning video lectures based on ICAP framework,Cognitive Theory of Multimedia Learning,Generative Learning Theory and Cognitive Load Theory.Study 1 was an eye-tracking study in which 87 undergraduates and graduates were recruited as participants.We tested the effect of different learning strategies(i.e.,reading outline,goal setting,without strategies)in the preparatory stage of learning video lecture on the learners' learning performance,attention allocation and learning engagement.Results indicated that both reading outline and goal setting can significantly improve grades.Besides,learners showed more learning engagement and attention allocation towards relevant learning content when utilizing these two strategies.Additionally,participants in the reading outline group improve their learning performance through learning engagement.In study 2 we recruited 120 undergraduates and graduates as participants.We tested the effect of different learning strategies(i.e.,imagining,learner-generated explanations,learner-generated drawings,rewatch)while they watching the video lecture on the learners'learning performance,learning motivation,cognitive load and judgement of learning.The results showed that learner-generated explanations can significantly improve the learners'retention and transfer compared to rewatch,with learners feeling more stressed,making more mental efforts and getting higher judgement of learning grades.Learner-generated drawings can improve transfer as well.Learners using learner-generated drawings also can feel more stressed and made more mental efforts.While imagining and rewatch revealed no difference in learning performance,learning motivation,cognitive load and judgement of learning.In addition,study 2 confirmed that learners' judgement of learning predicts learning performance.To sum up,the present study can make conclusions as follows.(1)In the preparatory stage of learning video lecture,reading outline and goal setting are both effective learning strategies as they both improve learners' learning engagement and attention allocation on video lecture,thus improving the learning performance.(2)While learners were watching the video lecture,learner-generated explanations has obvious advantage as learners can make more mental efforts,getting higher judgement of learning grades and better learning performance.learner-generated drawings can also help get a better transfer by improving mental efforts of learners.However,imagining does not work well for video lecture,as it can neither help learners improve learning performance and mental efforts,nor improve the judgement of learning.The present study contributes to the applied research of learning strategies in the area of video lectures,and also expands the application of relevant theories(ICAP framework、Cognitive Theory of Multimedia Learning、Generative Learning Theory and Cognitive Load Theory)to this area.The findings here fill the research gap and have practical meaning for educational practitioners designing learning activities and instruct learners to properly choose and master learning strategies.