Overcoming overconfidence in learning from video-recorded lectures: Implications of interpolated testing for online education |
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Institution: | 1. Columbia University, United States;2. Boston College, United States |
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Abstract: | 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. |
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Keywords: | Interpolated testing Online learning Video-recorded lectures Judgments of learning |
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