作者
Karl K Szpunar, Helen G Jing, Daniel L Schacter
发表日期
2014/9/1
期刊
Journal of Applied Research in Memory and Cognition
卷号
3
期号
3
页码范围
161-164
出版商
No longer published by Elsevier
简介
The video-recorded lecture represents a central feature of most online learning platforms. Nonetheless, little is known about how to best structure video-recorded lectures in order to optimize learning. Here, we focused on the tendency for high school and college students to be overconfident in their learning from video-recorded modules, and demonstrated that testing could be used to effectively improve the calibration between predicted and actual performance. Notably, interpolating a lecture with repeated tests helped to boost actual performance to the level of predicted performance, whereas a single test following the lecture served to lower unrealistic judgments of learning. The value of improving performance to match predictions of learning and other avenues for future research regarding meta-comprehension of video-recorded lectures is discussed.
学术搜索中的文章
KK Szpunar, HG Jing, DL Schacter - Journal of Applied Research in Memory and Cognition, 2014
KK Szpunar, HG Jing, DL Schacter - 2014