Tackling Mind Wandering in Video Learning Environments: A Study Comparing Interpolated Testing and Self-Explanation Strategies

Mind wandering is a common experience for students — about 30% of the time while learning, they think about something unrelated, negatively impacting their learning outcomes. Previous research in video-based learning investigated whether interpolated testing at pauses leads to reduced mind wandering and improved learning outcomes, with mixed results. In this study, we aimed to determine if writing self-explanations at video pauses has a stronger effect on reducing mind wandering and increasing learning outcomes than interpolated testing. We recruited 138 participants across three groups (control, interpolated testing, self-explanation). Knowledge gain was measured using pre- and post-tests. All participants self-reported mind wandering when they became aware of it. Results showed no significant difference between groups in knowledge gain or thought report frequency. However, the number of thought reports correlated with knowledge gain, indicating that participants more aware of their mind wandering performed better.

04/2024