It is well known that outlines can help learners establish a conceptual framework that connects new knowledge with prior knowledge, and thus promote learning. However, it is unclear whether outlines are beneficial before learning from watching an educational video. We tested the effects of two goal setting strategies on learning from a video…

The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more…

In lectures with presentation slides such as an e-learning lecture on video, it is important for lecturers to control their non-verbal behavior involving gaze, gesture, and paralanguage. However, it is not so easy even for well-experienced lecturers to properly use non-verbal behavior in their lecture to promote learners' understanding. This paper…

This study tested whether seeing others' typed messages while viewing video lectures affected learners' attention and learning performance. Participants viewed one of three versions of a video lecture: (a) conventional video lecture as control; (b) video lecture with others' programmed messages appearing onscreen when the instructor was giving…

Video lectures are increasingly prevalent, but they present challenges to learners. Students' minds often wander, yet we know little about how mind wandering affects attention during video lectures. This paper presents two studies that examined eye movement patterns of mind wandering during video lectures. In the studies, mind wandering reports…

The problem is that online learners in universities experience mind-wandering while viewing video lectures because of low rates of engagement, leading to a loss of focus. The purpose of this qualitative case study is to explore how interactive online activities that relate directly to a lecture can mitigate the problem faced by online university…

With the increase in online course use (Allen & Seaman, 2017), there is an increasing need to determine the most effective (i.e., the most conducive for learning) way to present lectures online (e.g., video lectures). Lecture graphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair…

Considerable research has examined the prevalence and apparent consequences of task-unrelated thoughts (TUTs) in both laboratory and authentic educational settings. Few studies, however, have explored methods to reduce TUTs during learning; those few studies tested small samples or used unvalidated TUT assessments. The present experimental study…

Multitasking activities among students using various technological devices is common during lectures, and many studies have demonstrated their deleterious effects on various learning outcomes. In contrast, fewer studies have examined ways to reduce multitasking and stimulate engagement in learning. The present study provides an educational…

This study investigated the belief that student attention declines after the first 10 to 15 min of class by analyzing vigilance decrement in a guided inquiry physical science course. We used Tobii Glasses, a portable eye tracker, to record student gaze during class sessions. Undergraduate students (n = 17) representative of course demographics (14…

Background: Much work has focused on "inattention" in the classroom, examining how episodes of task-unrelated thought (i.e., mind wandering) and engagement with various forms of media (e.g., media multitasking, smartphone use) influence retention of lecture material. However, considerably less work has examined factors that may…

Evidence regarding the benefits of an instructor's deictic gestures in video lectures on adults' learning may not necessarily be reflective of their effect on children's learning. Furthermore, there is a lack evidence regarding how deictic gestures specifically affect learners' learning process. Based in cognitive load theory, with consideration…

Laptop computers allow students to type lecture notes instead of relying on the traditional longhand (i.e. paper-pencil) method. The present research compared laptop and longhand note-taking methods by investigating how the quality (i.e. complete versus incomplete idea units) and quantity (i.e. total words and total idea units) of typed and…

Video lectures are one of the primary learning resources embedded in e-learning environments. Many universities prepare video lectures and share them as open course materials with students. In order to make the learning process more efficient and effective, it is very important to design and personalize those learning resources for learners,…

Video compositing can be used to combine images of the instructor and content, which the instructor can monitor in real time. We evaluated the student experience of this "live composite" format in two carefully designed experiments. Results showed the perceived quality of and student preference for live composite lectures is not…