The Effects of Implementing Questions and Web Lecture Length on Mind Wandering: A Quantitative Research Study

Abstract

Abstract The Covid-19 pandemic forced universities to work more with online lectures. Pre-recorded lectures are commonly used in a flipped classroom approach. These web lectures, also known as knowledge clips, are essential for proper understanding of the course material and participation in an in-class activity. As students watch the knowledge clips independently and without interaction with the teacher, there is a chance that the students get distracted. This process is called mind wandering. Previous research has shown that the longer the knowledge clip lasts the more mind wandering is observed. The aim of this research is to explore ways to reduce mind wandering while watching knowledge clips. Earlier research indicates that implementing retrieval quiz questions in knowledge clips may have a positive effect on reducing mind wandering. In the present study I investigate both the effect of adding retrieval questions on mind wandering and whether the degree of mind wandering is affected by the length of knowledge clips. A repeated measure two-way ANOVA 2x2 factorial design within subjects factor implementation of questions and within subjects factor video length is used. In this current study, no significant difference was found between the four different groups. However, the highest degree of mind wandering was found in the last part of the Long Afterwards group. This result is in line with previous research.