Overcoming Overconfidence in Learning from Video-Recorded Lectures: Implications of Interpolated Testing for Online Education. Szpunar, K. K., Jing, H. G., & Schacter, D. L. Journal of Applied Research in Memory and Cognition, 3(3):161–164, September, 2014. ![Overcoming Overconfidence in Learning from Video-Recorded Lectures: Implications of Interpolated Testing for Online Education [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex 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.
@article{szpunar_overcoming_2014,
series = {Cognition and {Education}},
title = {Overcoming {Overconfidence} in {Learning} from {Video}-{Recorded} {Lectures}: {Implications} of {Interpolated} {Testing} for {Online} {Education}},
volume = {3},
issn = {2211-3681},
shorttitle = {Overcoming {Overconfidence} in {Learning} from {Video}-{Recorded} {Lectures}},
url = {http://www.sciencedirect.com/science/article/pii/S2211368114000072},
doi = {10/gjpx35},
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.},
language = {en},
number = {3},
urldate = {2019-12-11},
journal = {Journal of Applied Research in Memory and Cognition},
author = {Szpunar, Karl K. and Jing, Helen G. and Schacter, Daniel L.},
month = sep,
year = {2014},
keywords = {Interpolated testing, Judgments of learning, Online learning, Video-recorded lectures},
pages = {161--164},
}
Downloads: 0
{"_id":"yu7d2C2qmprHXi6Wh","bibbaseid":"szpunar-jing-schacter-overcomingoverconfidenceinlearningfromvideorecordedlecturesimplicationsofinterpolatedtestingforonlineeducation-2014","downloads":0,"creationDate":"2016-10-24T14:49:12.621Z","title":"Overcoming Overconfidence in Learning from Video-Recorded Lectures: Implications of Interpolated Testing for Online Education","author_short":["Szpunar, K. K.","Jing, H. G.","Schacter, D. L."],"year":2014,"bibtype":"article","biburl":"https://bibbase.org/zotero/MichelotFlorent","bibdata":{"bibtype":"article","type":"article","series":"Cognition and Education","title":"Overcoming Overconfidence in Learning from Video-Recorded Lectures: Implications of Interpolated Testing for Online Education","volume":"3","issn":"2211-3681","shorttitle":"Overcoming Overconfidence in Learning from Video-Recorded Lectures","url":"http://www.sciencedirect.com/science/article/pii/S2211368114000072","doi":"10/gjpx35","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.","language":"en","number":"3","urldate":"2019-12-11","journal":"Journal of Applied Research in Memory and Cognition","author":[{"propositions":[],"lastnames":["Szpunar"],"firstnames":["Karl","K."],"suffixes":[]},{"propositions":[],"lastnames":["Jing"],"firstnames":["Helen","G."],"suffixes":[]},{"propositions":[],"lastnames":["Schacter"],"firstnames":["Daniel","L."],"suffixes":[]}],"month":"September","year":"2014","keywords":"Interpolated testing, Judgments of learning, Online learning, Video-recorded lectures","pages":"161–164","bibtex":"@article{szpunar_overcoming_2014,\n\tseries = {Cognition and {Education}},\n\ttitle = {Overcoming {Overconfidence} in {Learning} from {Video}-{Recorded} {Lectures}: {Implications} of {Interpolated} {Testing} for {Online} {Education}},\n\tvolume = {3},\n\tissn = {2211-3681},\n\tshorttitle = {Overcoming {Overconfidence} in {Learning} from {Video}-{Recorded} {Lectures}},\n\turl = {http://www.sciencedirect.com/science/article/pii/S2211368114000072},\n\tdoi = {10/gjpx35},\n\tabstract = {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.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2019-12-11},\n\tjournal = {Journal of Applied Research in Memory and Cognition},\n\tauthor = {Szpunar, Karl K. and Jing, Helen G. and Schacter, Daniel L.},\n\tmonth = sep,\n\tyear = {2014},\n\tkeywords = {Interpolated testing, Judgments of learning, Online learning, Video-recorded lectures},\n\tpages = {161--164},\n}\n\n","author_short":["Szpunar, K. K.","Jing, H. G.","Schacter, D. L."],"key":"szpunar_overcoming_2014","id":"szpunar_overcoming_2014","bibbaseid":"szpunar-jing-schacter-overcomingoverconfidenceinlearningfromvideorecordedlecturesimplicationsofinterpolatedtestingforonlineeducation-2014","role":"author","urls":{"Paper":"http://www.sciencedirect.com/science/article/pii/S2211368114000072"},"keyword":["Interpolated testing","Judgments of learning","Online learning","Video-recorded lectures"],"metadata":{"authorlinks":{}},"html":""},"search_terms":["overcoming","overconfidence","learning","video","recorded","lectures","implications","interpolated","testing","online","education","szpunar","jing","schacter"],"keywords":["interpolated testing","judgments of learning","online learning","video-recorded lectures"],"authorIDs":[],"dataSources":["Dj5LYJpy3CYxQ8s4R","FYDkaYvXGKXpPbdLN","z33DpvJoWECq7Jjdo"]}