Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.jarmac.2020.07.004
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dc.titlePretesting Reduces Mind Wandering and Enhances Learning During Online Lectures
dc.contributor.authorPan, Steven C
dc.contributor.authorSchmitt, Alexandra G
dc.contributor.authorBjork, Elizabeth Ligon
dc.contributor.authorSana, Faria
dc.date.accessioned2022-07-13T03:27:21Z
dc.date.available2022-07-13T03:27:21Z
dc.date.issued2020-12-01
dc.identifier.citationPan, Steven C, Schmitt, Alexandra G, Bjork, Elizabeth Ligon, Sana, Faria (2020-12-01). Pretesting Reduces Mind Wandering and Enhances Learning During Online Lectures. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 9 (4) : 542-554. ScholarBank@NUS Repository. https://doi.org/10.1016/j.jarmac.2020.07.004
dc.identifier.issn22113681
dc.identifier.issn2211369X
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/228362
dc.description.abstractAlthough online lectures have become increasingly popular, their effectiveness at promoting learning can be attenuated by mind wandering (shifts in attention away from the task at hand towards unrelated thoughts). We investigated whether taking tests on to-be-studied information, also known as pretesting, could mitigate this problem and promote learning. In two experiments, participants viewed a 26-min video-recorded online lecture that was paired with a pretest activity (answering questions about the lecture) or a control activity (solving algebra problems), and with multiple probes to measure attention. Taking pretests reduced mind wandering and improved performance on a subsequent final test compared to the control condition. This result occurred regardless of whether pretests were interspersed throughout the lecture (Experiment 1) or were administered at the very beginning of the lecture (Experiment 2). These findings demonstrate that online lectures can be proactively structured to reduce mind wandering and improve learning via the incorporation of pretests.
dc.language.isoen
dc.publisherELSEVIER SCIENCE INC
dc.sourceElements
dc.subjectSocial Sciences
dc.subjectPsychology, Experimental
dc.subjectPsychology
dc.subjectPretesting
dc.subjectPrequestions
dc.subjectMind wandering
dc.subjectOnline learning
dc.subjectVideo lectures
dc.subjectATTENTION
dc.subjectPREQUESTIONS
dc.subjectSTUDENTS
dc.subjectMEMORY
dc.subjectLONG
dc.typeArticle
dc.date.updated2022-07-11T07:20:30Z
dc.contributor.departmentPSYCHOLOGY
dc.description.doi10.1016/j.jarmac.2020.07.004
dc.description.sourcetitleJOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION
dc.description.volume9
dc.description.issue4
dc.description.page542-554
dc.published.statePublished
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