Directing mind wandering through self-regulated learning
Abstract
When students are learning from videos, they will inevitably think about something unrelated. In this study we aim to investigate what students are thinking about when they are mind wandering while learning from a video and whether this is related to how well they are self-regulating their learning. With the intention of directing what students are thinking about while they are mind wandering, we also research the effect interpolated testing or self-explanation writing at pauses during the video has on what students are thinking about. This knowledge can then be used to improve the usage of interactive videos in higher education.
Daniel Ebbert
PhD candidate at the University of South Australia
I am a PhD candidate at the University of South Australia’s Centre for Change and Complexity in Learning. Prior to my doctoral studies, I worked as a Research Associate and Systems Administrator supporting university lecturers with educational technology in Germany. My doctoral research explores the intersection of self-regulated learning and mind wandering during video-based learning, specifically examining how learners adapt their learning processes after recognizing mind wandering episodes. This research aims to develop evidence-based recommendations for effective responses to mind wandering during learning. Following my PhD, I plan to expand my research beyond video-based contexts to investigate the conditions under which self-regulated learners engage in task-level, ad-hoc adaptation of their learning processes.