Exploring Mind Wandering, Learning Behavior and Learning Performance in Self-regulated Mini Video Learning
Mini video is the core component of online courses， mini courses and other digital resources， which is of great significance for promoting students’ self-regulated learning. However， few studies have examined learners’ attention states carefully and deeply during the processes of self-regulated mini video learning. So， in this paper， we conducted a research to examine the differences of mind wandering，learning behaviors and learning performance between interactive mini video self-regulated learning group(ILP) and conventional mini video self-regulated learning group(CLP)for 70 middle school students. The results show that learners are mind wandering in the learning stages of difficult problems explanation，initial learning and summary while doing mini video learning; and the frequency of mind wandering in ILP is significantly lower than that in CLP. There were significant differences between ILP and CLP in the frequency of replay， the location of replay matching the location of testing， fast forward and pause. Some learning behavior indicators are correlative with the task unrelated thought mind wandering. In terms of learning performance， ILP is significantly higher than that of the CLP group; and mind wandering has a significant negative correlation with the learning performance. It is expected that the results of this study will provide valuable reference for the future mini video application.
|關鍵詞||微视频、自主学习、心智游移、任务无关思维、学习行为、学习绩效、Mini Video、Self-regulated Learning、Mind Wandering、TaskUnrelated Thought、Learning Behavior、Learning Performance、CSSCI|