Schacter & Szpunar show that there are effective strategies to maintain viewer attention and support better recall when video lectures are formatted in a way that provides interaction, or “interpolated quizzes”, during the video playback. The call for this research is driven by several extant factors: the tendency for viewers’ minds to wander during a video lecture, online learners generally overstating their confidence in how well they have learned from video content, and evidence that online learners are not very good at monitoring their own self-directed learning. The authors refer to these factors as “metacognitive vulnerability”.
The research involved measuring and comparing students’ predictions of how well they would perform in an assessment of recall based on engagement with straight video and with videos with interpolated quizzes. “Overall, [the] results support the conclusion that during learning of video-recorded lectures, interpolated quizzing can help to produce enhanced calibration with actual performance. Such increased calibration is likely to be important in actual course settings where accurate assessment of learning is essential to making good use of opportunities to re-study materials that in fact require additional study.”
The value of this research reinforces the case for utilizing rich media that requires active engagement, and forethought in the design of the engagement so that learners are viewing multimedia with a purpose (actively).
Schacter, Daniel L.; Szpunar, Karl K., (2015). Enhancing attention and memory during videorecorded lectures. Scholarship of Teaching and Learning in Psychology, Vol 1(1), Mar 2015, 6071. Retrieved 7-2015 from: http://www.researchgate.net/publication/272365169_Enhancing_Attention_and_Memory_During_VideoRecorded_Lectures