Video comprehension in e-learning: Effects of note taking, video format, and working memory

This study examined spontaneous note-taking when studying from expository texts and videos in an experimental remote E-learning environment. Two hundred and ten undergraduates read texts, or watched videos with different cognitive load, to answer comprehension questions, followed by a self-report strategic questionnaire about the tasks previously completed; working memory was assessed face-to-face. The proportion of students who adopted a particular strategy, and specifically, the proportion who took notes, did not significantly vary as a function of presentation format. Strategy contributed to comprehension; compared to passively reading or watching the videos, taking notes significantly improved performance. The efficacy of note-taking did not vary as a function of presentation format, type of video, or working memory capacity. Overall, this study shows that in an e-learning setting, note-taking for digital text and video online expository comprehension is adopted spontaneously by around 40 % of college students, and is equally effective for all formats of instruction. This result is relevant for theories of multimedia comprehension, as well as for applied educational settings.Fil: Marrujo Sucno, Jonathan Gabriel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: González, Federico Martín. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Muiños, Roberto Daniel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentin

Reading comprehension in e-Learning: support strategies and working memory

Las estrategias de soporte, como elaborar el material, releer, subrayar, memorizar, o tomar notas, contribuyen a la comprensión de textos expositivos. El objetivo del presente estudio fue analizar la contribución de distintas estrategias de soporte, y su relación con la memoria de trabajo, a la comprensión de textos expositivos digitales en un entorno de e-Learning. Para ello, 224 estudiantes universitarios leyeron dos textos expositivos y completaron cuestionarios de comprensión y de estrategias utilizadas durante la lectura, a través de una plataforma de e-Learning, de forma remota. Se relevaron distintas estrategias para resolver las tareas, que fueron categorizadas en tres grupos: sólo leer y memorizar, tomar notas y estrategias digitales. Los estudiantes que solo leían pasivamente y tenían baja capacidad de memoria de trabajo comprendían significativamente menos que los que sólo leían y tenían alta capacidad de memoria de trabajo; con estrategias activas no se halló esta diferencia.Support strategies, such as elaboration, rereading, highlighting, memorization, or note-taking, contribute to expository text comprehension. The goal of the present study was to analyze the contribution of different support strategies to expository text comprehension in an e-Learning environment. For this purpose, 224 university students read two expository texts and completed comprehension and reading strategies questionnaires, through an e-Learning platform. Students reported a variety of strategies, which were categorized in three groups: reading and memorizing, note-taking, and digital strategies. For those who read passively, participants with high working memory had significantly better comprehension than those with low working memory; this difference was not significant among those with active strategies.Fil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Marrujo, Jonathan. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Perillo, Martina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Gonzalez, Federico M.. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentin

Measuring verbal WM online in research

Testing verbal WM online in researc

Data

data file

Analytic_Script

Analysis script,

Number_Letter_Data

Number Letter data for analysis, Study

Running_Span_Data

Running Span data for analysis, Study

Multimedia Comprehension in E-learning: Presentation Modality

Published: Burin DI, González FM, Martínez M, Marrujo JG. Expository multimedia comprehension in E-learning: Presentation format, verbal ability and working memory capacity. Journal of Computer Assisted Learning, 2021;1–13. https://doi.org/10.1111/jcal.1252

Analysis script

R scrip

Video comprehension in e-learning: Effects of note taking, video format, and working memory

This study examined spontaneous note-taking when studying from expository texts and videos in an experimental remote E-learning environment. Two hundred and ten undergraduates read texts, or watched videos with different cognitive load, to answer comprehension questions, followed by a self-report strategic questionnaire about the tasks previously completed; working memory was assessed face-to-face. The proportion of students who adopted a particular strategy, and specifically, the proportion who took notes, did not significantly vary as a function of presentation format. Strategy contributed to comprehension; compared to passively reading or watching the videos, taking notes significantly improved performance. The efficacy of note-taking did not vary as a function of presentation format, type of video, or working memory capacity. Overall, this study shows that in an e-learning setting, note-taking for digital text and video online expository comprehension is adopted spontaneously by around 40 % of college students, and is equally effective for all formats of instruction. This result is relevant for theories of multimedia comprehension, as well as for applied educational settings.Fil: Marrujo Sucno, Jonathan Gabriel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: González, Federico Martín. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Muiños, Roberto Daniel. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentin