Is two better than one? Effects of sequencing different generative learning strategies on learning from instructional videos.
Laarschot, Suzanne van
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Learners can adopt generative learning strategies to transform learning from instructional videos from a passive to an active learning experience, which has proven to increase learning. However, it remains an open question if enriching videos with multiple generative learning strategies further enhances learning and if so, how these strategies should best be sequenced. The purpose of the present study was to examine whether engaging in multiple generative learning strategies (self-explanation and retrieval practice) rather than a single strategy would increase learning from instructional videos. Additionally, this study examined whether the sequence of self-explanation and retrieval practice (SE-RP vs. RP-SE) affected learning. A between-subjects design was used where 155 Dutch secondary vocational education students were randomly assigned to a RP-RP, SE-SE, RP-SE, or SE-RP condition. Participants watched an instructional video and subsequently completed a retrieval practice or self-explanation task. After completing the task, participants watched the video again and completed another retrieval practice or self-explanation task. After approximately one week, 95 participants completed a delayed posttest that measured their retention, comprehension, and transfer. Findings showed no significant effects of the use multiple generative learning strategies or sequencing of retrieval practice and self-explaining on students’ learning outcomes.
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