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]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},
}

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