Background: Learning from video lectures with peers, that is, co-viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age. Objectives: The present study tested the effects of learners' motivation on co-viewing video lectures in terms of learning performance, mental effort, and interpersonal…

The current study investigated the effects of segmentation design and drawing on college students' video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all…

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…

Video lectures are commonly used in online and flipped courses, but students often find it challenging to stay engaged and retain lecture content. The current study examined to what extent the power of electroencephalography (EEG) brain activity in the theta (4-7 Hz), alpha (8-12 Hz) and beta (13-20 Hz) bands can dynamically capture fluctuations…

The present study examined whether students' prior knowledge moderated the effects of their motivation compositions on learning performance (ie, retention and transfer) and interaction (ie, interpersonal brain synchronization (IBS) and behavioural pattern) in learning from video lectures. The results confirmed the benefits of the composition of…

Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students' strategy preference moderates the effect of self-explanation strategies on learning from video lectures. The current study investigated how students'…

Use of online video lectures is increasingly common. However, students may struggle to self-regulate their attention and passively process the content. This study examined whether, and for whom, different types of embedded learning prompts improve student learning from video lectures. Undergraduate physics students (N = 253) watched an online,…

Lectures constitute a basic component of physiology instruction in scientific and healthcare curricula. Technological progress has allowed a switch from face to face to video lectures, yet there is no evidence of video efficacy in physiology. Because videos increase the cognitive load during a learning task, identifying tools that decrease…

The instructor's eye gaze can serve as an important social cue in video lectures. The current study used two sets of three-level meta-analyses to explore the effects of the instructor's guided gaze or the instructor's direct gaze on learning outcomes, fixation time, perception of parasocial interaction, and cognitive load. A total of eight…

This electroencephalography (EEG) study tested the benefits of generative learning and the underlying neural mechanism of these benefits when learning from video lectures. Twenty-six Chinese young adults independently viewed two video lectures in a repeated measures design. Each video lecture was broken into 40 segments, and after each segment,…

Pre-recorded lectures have become a prevalent approach in online education due to the proliferation of MOOC platforms and the COVID-19 pandemic. However, due to the lack of real-time interactions between instructors and learners, learners have encountered various difficulties in understanding the lectures and actively engaging with the learning…

Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty…

Ideally, instruction should be delivered in a way that reduces the processing of information that does not contribute to learning (extraneous load) and increases cognitive processing that contributes to learning (germane load). One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control…

Much effort has been put into the design of video lectures, but little attention has been paid to the social environment in which learning takes place. The present study addressed this gap by assigning Chinese undergraduate and graduate students who had passed the College English Test-4 to learn easy or difficult English vocabulary words in three…

An instructor's gestures have an effect not only on students' learning but also on teaching itself. In two experiments, this study tested whether instructors' use of gestures while recording video lectures affected their teaching performance, stress, and cognitive load. In Experiment 1, participants recorded video lectures with gestures or without…