Video comprehension in e-learning: Effects of note taking, video format, and working memory

MARRUJO SUCNO, J.; GONZALEZ, FEDERICO MARTIN; MARTINEZ, M.A.; MUIÑOS, R.; BURIN, D. I.

Journal of Educators Online

Center for Innovation in Research and Teaching, Grand Canyon University

Año: 2022

College students (N = 210) read expository texts, or watched videos with different cognitive load, answered comprehension questions, and reported solution strategies in an experimental E-learning environment. Taking notes significantly improved performance; this note-taking efficacy did not vary as a function of presentation format, type of video, or working memory capacity. Overall, in an e-learning setting, note-taking for digital text and video online expository comprehension was adopted spontaneously by around 40 % of college students, and is equally effective for all formats of instruction. This is relevant for theories of multimedia comprehension, as well as for applied educational settings.