How to improve self-regulated learning in video-based education?
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Embedding Self-Regulated Learning (SRL) Prompts in Video-Based Education
Research consistently shows that embedding SRL prompts within educational videos can significantly improve students' self-regulated learning behaviors and learning outcomes. Prompts that encourage students to monitor their understanding, activate prior knowledge, and control video playback (such as pausing and rewinding) lead to more active engagement and better instructional efficiency without increasing mental effort Wang2024Moos2015Yu2024+1 MORE. Notably, prompts provided during the performance phase of learning—while students are actively engaging with the video—are especially effective in boosting learning outcomes compared to no prompts or prompts at other phases .
Case-Based and Contextualized Video Content for Motivation and Engagement
Using case-based teaching videos that connect with students' personal experiences and evoke empathy can enhance learning motivation and academic performance. When videos clarify confusing concepts, link to practical experiences, and allow for repeated viewing, students' self-regulated learning and information processing improve, especially among high-achieving students . Similarly, video content that is relevant and relatable increases students' motivation to engage in self-regulated learning activities .
Video Modeling Examples and Strategy Training
Training students with video modeling examples—where a model demonstrates problem-solving, self-assessment, and task selection—improves both learning outcomes and the transfer of self-regulated learning skills to new tasks. These examples help students develop metacognitive strategies such as repeated viewing, self-talk, and mental rehearsal, which are effective even without direct teacher or peer support Raaijmakers2017Trabelsi2021. Both algorithmic and heuristic approaches to task selection in these examples are beneficial, with effects extending beyond the specific tasks trained .
Technology-Based and Interactive Video Approaches
Technology-supported instructional strategies, including interactive videos and prompts, show promise in fostering SRL skills, particularly in diverse and broad-access educational settings. These interventions are especially effective for first-generation and female students, highlighting their potential for promoting equity in online and STEM education . Additionally, interactive features in video-based virtual reality (VR) and game-based environments can enhance self-efficacy, intrinsic motivation, and self-regulation by immersing students in engaging, challenging tasks Wu2021Chen2020.
Flipped and Lightboard Video Strategies
In flipped classroom models, providing explicit SRL support through video-embedded prompts and instructions before class leads to improved learning outcomes. However, the design of these supports should be carefully considered to avoid student dissatisfaction, which could undermine their effectiveness . Lightboard videos and other active audio-visual systems also support continuous study and motivation, further enhancing self-regulated learning in technical subjects like engineering .
Conclusion
To improve self-regulated learning in video-based education, educators should embed targeted SRL prompts, use case-based and relatable video content, provide video modeling examples for strategy training, and leverage interactive and technology-based video features. These approaches collectively enhance motivation, metacognitive awareness, and learning outcomes across diverse educational contexts. Careful design and contextualization of these supports are key to maximizing their effectiveness and student satisfaction.
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