The Effect of Interpolated Questions in Video Modeling Examples on Learning Outcomes

Abstract

Instructional videos that explain a procedure are a popular way of delivering instruction. Literature shows that a sequence of examples and practice problems is equally effective as only studying examples. To smooth the transition from example study to problem-solving, questions can be interpolated in a video modeling example (VME). This study researches the questions: Does enriching VMEs with interpolated questions improve students’ learning outcomes? Does asking questions during or after a VME improve learning outcomes more? 237 secondary school students were randomly allocated to one of three experimental conditions: interpolated questions, questions after the VME, and a control condition. A posttest assessed the students’ comprehension and application. Interpolating questions significantly increased overall performance (F(2,233) = 3.133, p = .045, η2 = .026), comprehension (F(2,233) = 3.133, p = .045, η2 = .026) and application (F(2,233) = 4.377, p = .014, η2 = .036). Asking questions after the VME increased application significantly. Fading, increased engagement, decreased mental effort and the testing effect can explain this conclusion. School and group also influenced learning outcomes. Limitations include ecological validity and lack of a delayed posttest. With these findings, teachers can increase the effectiveness of their instruction.