Video Transcript

Video Transcript

What Happened and what was learned

From the authors’ view, the increasing popularity of online learning in the recent past has been associated with numerous challenges. The researchers sought to provide a solution to the problem of students sustaining attention to lectures delivered through online platforms over extended periods. Although the authors did not formulate definite research questions in the study, they developed a clear hypothesis, which was tested through two experiments. The hypothesis stated that incorporating memory tests into online lectures can not only encourage task-relevant activities, including note-taking, but also discourage mind wandering during online lessons. According to the authors, the tests can play a critical part in facilitating the learning of online content during lectures.

In the two experiments, the researchers involved a total of 80 undergraduate students from Harvard University. In experiment 1, 32 subjects participated in the study, and in experiment 2, 48 students were involved (Szpunar’s et al., 2013). The understanding of important concepts among the subjects was tested in four lecture segments. Each segment was interpolated with questions and arithmetic problems. The questions were not presented in the format of questionnaires but rather tests. Six questions that explored the key concepts followed the arithmetic problems presented in the first segment of the lecture. Probes about mind-wandering were administered after every segment of the lecture.

In the first trial experiment, 32 students were provided with lecture notes/slides upon arriving and instructed to learn as it would be in the case of a classroom scenario. The subjects were informed that the lecture would be designed to incorporate four segments and that they will be required to respond to six arithmetic problems after each segment. After attending to the arithmetic problems, the participants would then answer six questions in respect to the most critical concepts learned during the recent segment. Alternatively, the subjects would choose to take 12 more arithmetic problems. In the intervals between the test questions and the math problems, the experimenter hid the lecture notes from view. During the lecture, the frequency of testing was randomly determined using a computer program, but a final cumulative test was still carried out after the lecture. After each segment, one group of the subjects was tested (tested), but the other group was only tested after the last segment (the non-tested). The two groups were compared in terms of the correct responses of the fourth segment questions to establish how subsequent learning was influenced. Before the administration of the final cumulative test after the lecture, the subjects were allowed to have a mental break that lasted for five minutes. In the course of the break, the students played Tetris, an online video game. Afterward, several phenomenological ratings were completed by the students immediately before they were administered the final cumulative test. The students were required to utilize a seven-point scale to complete the rating (7 = very much; 1 = not at all). From the phenomenological ratings, they intended to explore the responses of the students in regard to three areas. First, the level anxiousness among the students about the final test. Second, the students’ feelings about the increase of wandering in their minds during the lecture, and third, how their minds had wandered in the course of the lecture.

Drawing from the results of the first experiment, when compared to the non-tested group, the tested showed significantly lower levels of mind wandering (P = 0.044, z = 2.02, (Mdn = 4 vs. 5) (Szpunar’s et al., 2013). Also, there was a lesser likelihood of an increase of mind wandering occurrence in the course of the lecture (P = 0.026, z = 2.23, (Mdn = 3.5 vs. 5.5) (Szpunar’s et al., 2013). Additionally, when compared to the non-tested group, the students in the tested group were found to significantly take more notes as the lecture progressed (M = 17 percent vs. 6 percent of slides) (Szpunar’s et al., 2013). Also, the members of the tested group significantly responded to more questions on the last lecture segment compared to the subjects in the non-tested group (M = 84 percent vs. 59 percent) (Szpunar’s et al., 2013). In the graph below, T represented the tested group, and NT represents the non-tested group. Based on these results, the researchers concluded that testing is an effective intervention in the efforts to ensure students sustain attention during online lessons or lectures. Tests encourage task-relevant activities, such as note-taking and discourages mind wandering, enhancing learning in the process.

The research subject examined in Szpunar’s et al. (2013) article can be identified as a unique case to be investigated because no similar study has been carried out. In this respect, there is a need for the researchers to explore the subject in a different context in the future. I would recommend a study of the impact of varied learning environments, such as the pre-recorded videos, and live in-class on the learning experiences of online students in terms of mind wandering and memory performance. Upon carrying out the suggested study, I would expect a significantly higher memory performance in live online sessions than video sessions. The recommended study would be different from the study conducted by Szpunar’s et al. (2013) in the sense that the former would examine the effect of the learning environments rather than the memory tests as it was in the case of the latter on the attention levels of the students in comparison to mind wandering.

The findings of Szpunar’s et al. (2013) are greatly linked to the course of cognitive psychology. Cognitive psychology is employed across the precepts of human knowledge, problem solving and thinking about memory and learning. Szpunar’s et al. (2013) explore how memory tests impact the cognitive factors of students, such as mind-wandering leading to improvement in learning. The researchers explore the cognitive experiences of students and how they impact their memories. Drawing from the results of the study, there are cognitive benefits or costs tied to memory tests. One of the benefits observed by the researchers is the reduction in mind-wandering during online lectures.

I must admit that I greatly relate to the findings of Szpunar’s et al. (2013) study since my mind is sensitive to shifts in attention during my online lecture sessions. I am less motivated to concentrate and listen to the material presented during some lecture sessions. I believe that Szpunar’s et al. (2013) highlighted the critical factors that can be linked to my lack of motivation during my online classes. I am less interested in taking notes when the lectures involve theoretical explanations about certain topics. However, in some of the lectures involving tests, I am motivated to take notes on critical concepts.

Reference

Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce             mind wandering and improve learning of online lectures. Proceedings of the National      Academy of Sciences, 110(16), 6313-6317.