The Effect Of Self-explanation On Learning Segmented Videos

Simply watching instructional videos to learn is a relatively passive mode of engagement,and it is difficult to ensure its effectiveness.Embedding generative learning activities in instructional videos may help to enhance the effectiveness of video learning.Many studies have demonstrated that self-explanation as a generative learning activity has a positive impact on learning.However,previous studies have mainly focused on the role of self-explanation in traditional multimedia learning environments,but less on its effects on learning via videos.In addition,most assessments of the effects of self-explanation have focused on learning outcomes such as retention and transfer performance,but failed to fully consider the effects of using self-explanation strategies on intrinsic motivation,cognitive load,learning outcomes,and metacognition in the learning process.At the same time,the results of existing studies also differ in terms of the effects of different types of self-explanation prompts.Therefore,this study systematically explored the effects of self-explanation prompts on motivational outcomes,cognitive outcomes,and metacognition in video learning by combining two teaching strategies,summarizing and feedback,with a perspective to providing an empirical basis for a comprehensive assessment of the effects of self-explanation prompts and a reference for multimedia teaching practice.The present study consisted of three experiments.Specifically,Experiment 1explored the effects of different types of self-explanation prompts and summarizing on motivational outcomes(intrinsic motivation),cognitive outcomes(learning outcomes,cognitive load),and metacognition in learning segmented videos.A 2(structured selfexplanation prompt,open-ended self-explanation prompt)×3(self-generated summary,learning-provided summary,no summary)between-subjects design was adopted,and a total of 149 college students participated in the experiment.The results showed that participants in the structured self-explanation prompt condition had better retention performance compared to the open-ended self-explanation prompt condition.Participants in the open-ended self-explanation condition reported higher extraneous cognitive load and perceived difficulty of the learning content;and participants who studied a provided summary of the learning materials had higher sense of mastery of the learning content compared to the no-summary and self-generated summary conditions.Experiment 2 explored the effects of different types of self-explanation prompts and feedback on motivational outcomes(intrinsic motivation),cognitive outcomes(learning effectiveness,cognitive load),and metacognition in learning segmented videos.The study adopted a 2(structured self-explanation prompt,open-ended selfexplanation prompt)×2(with feedback,without feedback)between-subjects design with a total of 80 college students participating in the experiment.The results showed that participants in the open-ended self-explanation prompt condition outperformed the structured self-explanation prompt condition in terms of retention performance.Experiment 3 explored the effects of different types of self-explanation prompts with different feedback contents on motivational outcomes(intrinsic motivation),cognitive outcomes(learning effectiveness,cognitive load),and metacognition in segmented video learning.The study adopted a 2(structured self-explanation prompt,open-ended self-explanation prompt)×3(simple feedback,elaborative feedback,no feedback)between-subjects design,and a total of 138 college students participated in this experiment.The experimental results showed that the participants’ retention performance and transfer performance of learning outcomes were better in the structured self-explanation prompt condition compared to the open-ended selfexplanation prompt.According the results of the three experiments described above,the following conclusions can be drawn under the conditions of this study:(1)Structured self-explanation prompts help facilitate the retention and transfer of learning content in segmented video learning;(2)Providing a summary of the content in segmented video learning helps to improve learners’ sense of mastery of the learning content;(3)Prompting learners to engage in open-ended self-explanation in segmented video learning increases their extraneous cognitive load and makes it more difficult for them to learn the content.Theoretically,the findings of this study enrich the empirical research related to video learning and ICAP theory.In practice,this study may be able to provide a reference for how to use self-explanation strategy to facilitate learning in video learning and provide insights into the design practice of instructional videos.