Research on the Impacts of Feedback in Instructional Videos on College Students' Attention and Learning Effects

Abstract

This study explored the impacts of feedback in instructional videos by different knowledge types on attention and learning outcomes. 120 college students were randomly divided into four groups (procedural knowledge with feedback, procedural knowledge without feedback, declarative knowledge with feedback, and declarative knowledge without feedback) for the corresponding videos for self-study. The attention span, learning performance, and learning experiences of each group were measured. The results showed that: (1) The learning performance, attention throughout video-watching, and learning satisfaction were significantly higher in the group with feedback than in the group without feedback. (2) There were significant differences in the impacts of different types of knowledge on learning performance and no significant differences in the impacts on attention retention. (3) Attention when watching the video was positively correlated with learning performance, learning satisfaction, and mental effort. (4) In the subjective interview, participants expressed a preference for instructional videos with feedback. Finally, this study provided recommendations for the design and production of instructional videos.