Unlocking Learning Potential: The Effectiveness of Providing Metacognitive Prompts Before Self-Explanation Tasks in Video Example Learning in Students With Low Prior Knowledge

Abstract

This study investigated the effect of adding metacognitive prompts before a self-explanation task in video example learning using multimodal data collection techniques such as eye tracking, screen recording. The study also examined whether students’ prior knowledge played a moderating role. A total of 116 undergraduate and graduate students watched three video examples on chemistry topics and completed a self-explanation task in a computer-based learning environment. Participants were assigned randomly to one of two conditions: metacognitive prompts versus no-metacognitive prompts. Those in the metacognitive prompts condition demonstrated higher learning performance, better quality of explanation, and increased attention paid to the learning content than those in the no-metacognitive prompts condition. Moreover, a moderated mediation analysis showed that metacognitive prompts improved students’ self-efficacy and then improved their learning performance. Prior knowledge was found to play a moderating role in the relationship between metacognitive prompts and learning performance. The results of this study show that students with low prior knowledge benefit more from metacognitive prompts added before self-explanation tasks in video-based learning. When using video examples in teaching, it is therefore recommended that students be provided with metacognitive prompts before completing self-explanation tasks, especially those with lower prior knowledge, as this can enhance their resulting self-efficacy, increasing their engagement in self-regulating behaviors and thereby lead to improvements in their later learning performance.