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Title
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Anders kijken, anders leren? Een blik op cognitieve leerprocessen in leren met video’s = Viewing differently, learning differently? A look at cognitive learning processes in learning with videos
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Author
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Abstract
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| While attending lectures and reading academic texts have for decades been the primary way for students to acquire scientific understanding and learning, especially in higher education, digitalisation is on the rise. The COVID-19 pandemic accelerated this rise by compelling practically all universities around the world to attempt to move their classes online which in turn highlighted the importance of online and multimedia educational modalities. As educators navigated this transition, one prominent tool emerged as a cornerstone of this digital pedagogical revolution: asynchronous videos. Asynchronous means that students themselves can decide when and where they watch the videos as opposed to synchronous learning. Previous research has mainly focussed on investigating research-based principles specifically for designing video lessons to manage students’ limited working memory capacity. However, these methods do not guarantee that students will actively use their available cognitive resources to support learning. This dissertation, therefore, investigates (1) How active processing can be measured in video-based learning, (2) How active processing can be stimulated in video-based learning, and (3) How active processing and learning outcomes are related in video-based learning. Earlier research has successfully used trace data registration to study, for example, self-regulated learning strategies in different learning contexts. This dissertation builds further on this base by examining differences in trace data related to students’ cognitive levels of active processing while studying educational videos. In addition, by building on the applications of verbal reports in the context of text-based learning and its combination with behavioural measures, we corroborated trace data with verbal protocols. After the first aim of measuring active processing, this dissertation turned its aim to developing educational interventions that stimulate active processing in video-based learning. One such intervention that has the potential to stimulate active processing is taking notes. Furthermore, different note-taking mediums seem to stimulate different cognitive processes in specific contexts. As such, we investigated the possibility of using different note-taking mediums to stimulate students’ active cognitive processing in the context of self-paced asynchronous video-based learning. Lastly, it is not only needed to facilitate cognitive processing but also investigate the link between students’ active processing and learning outcomes, especially since the nature of that relationship remains inconclusive. Therefore, this dissertation looked at the link between active processing and learning outcomes. The results of this dissertation point to the fact that combining trace data with cued-retrospective recalls is a fruitful way to measure active processing in video-based learning and that cued-retrospective reporting is a better way to collect verbal data in the context of video-based learning compared to concurrent reporting. Furthermore, students should be instructed to take longhand notes while learning from self-paced educational videos to stimulate deeper processing and enhance learning outcomes. This research paved the way for future research that could further enrich our body of knowledge on video-based instruction. |
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Language
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Dutch
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Publication
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Antwerpen
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Universiteit Antwerpen,Faculteit Sociale Wetenschappen, Departement Opleiding- en Onderwijswetenschappen
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2024
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DOI
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10.63028/10067/2079600151162165141
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Volume/pages
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236 p.
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Note
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Gijbels, David [Supervisor]
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De Maeyer, Sven [Supervisor]
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Full text (open access)
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The publisher created published version Available from 17.09.2026
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