Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-explanation
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-72315-5_9
Reference37 articles.
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2. Bonifacci, P., Viroli, C., Vassura, C., Colombini, E., Desideri, L.: The relationship between mind wandering and reading comprehension: A meta-analysis. Psychon. Bull. Rev. 30, 40–59 (2023). https://doi.org/10.3758/s13423-022-02141-w
3. Kane, M.J., Smeekens, B.A., von Bastian, C.C., Lurquin, J.H., Carruth, N.P., Miyake, A.: A combined experimental and individual-differences investigation into mind wandering during a video lecture. J. Exp. Psychol. Gen. 146, 1649–1674 (2017). https://doi.org/10.1037/xge0000362
4. Wong, S.S.H., Lim, S.W.H.: Take notes, not photos: Mind-wandering mediates the impact of note-taking strategies on video-recorded lecture learning performance. J. Exp. Psychol. Appl. 29, 124–135 (2023). https://doi.org/10.1037/xap0000375
5. Welhaf, M.S., Phillips, N.E., Smeekens, B.A., Miyake, A., Kane, M.J.: Interpolated testing and content pretesting as interventions to reduce task-unrelated thoughts during a video lecture. Cogn. Research. 7, 26 (2022). https://doi.org/10.1186/s41235-022-00372-y
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