Keeping pace with the mind: Learner-regulated playback is associated with lower mind-wandering during lecture viewing
AI Summary
Learner-regulated playback reduced mind-wandering compared with fixed-speed playback, while learning performance remained comparable.
In the self-paced condition, higher intentional mind-wandering predicted poorer performance; working memory, situational interest, prior knowledge and motivation did not.
In the fixed-speed condition, learning performance was predicted by working memory and motivation, indicating different predictors across viewing conditions.
BACKGROUND: Reducing mind-wandering during extended video lectures is an important but challenging goal. Prior research suggests that preset playback speeds influence attention and learning performance, but it remains unclear whether learner-regulated playback is associated with lower mind-wandering under constrained lecture viewing conditions, and whether this association differs across individuals.
AIMS: This research investigated the association between learner-regulated playback and mind-wandering, and whether this relation was moderated by learners’ cognitive and non-cognitive characteristics.
SAMPLES: Study 1 included 100 university students (Mage = 19.73, SD = 1.77), and Study 2 included 96 university students (Mage = 18.99, SD = 1.17).
METHODS: Across two studies, participants were randomly assigned to either a self-paced group, in which they could adjust playback speed with the current speed visible on-screen, or a control group with fixed-speed playback. Mind-wandering during video lectures was measured using thought probes, followed by assessments of learning performance and related learner characteristics.
RESULTS: Participants in the self-paced group exhibited significantly lower mind-wandering rates than those in the control group, while showing comparable learning performance. Within the self-paced group, intentional mind-wandering negatively predicted performance, whereas working memory, situational interest, prior knowledge and motivation did not. However, learning performance in the control group was predicted by working memory and motivation.
CONCLUSIONS: These results suggest that allowing learners to regulate playback speed helps sustain attention, while the relative contributions of attentional processes and individual characteristics in predicting learning performance may differ across learning conditions. The findings contribute to understanding sustained attention during lecture viewing.
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