Mapping cognitive processes in video-based learning by combining trace and think-aloud data

Abstract

AimsThis study maps differences in cognitive levels of processing when learning from interactive videos and how these are related to differences in learning outcomes. SampleParticipants were 37 higher education students. MethodsParticipants were randomly assigned to either the deep or surface condition in a between-subjects design. The conditions contained the same videos but had differing task demands to induce different cognitive levels of processing. Trace-data as well as cued-retrospective think aloud data of all participants was gathered. Participants filled out a multi-layered post-test measure. Data was analysed with the Bayesian framework. ResultsResults suggest that students in the deep condition spent more time on key information and processed both details and key information in a deeper way. Students in the surface condition spent more time on details and factual knowledge while also rehearsing them more. Students in the deep condition scored higher on the amount and coherence of information they recalled from the videos. ConclusionsThe use of multiple data sources and multi-layered post-test measures is a crucial step in better understanding and adequately measuring differences in cognitive processes when learning from interactive videos.