The present study investigated whether memory and mind wandering differ between a traditional classroom and a classroom where the lecture is presented via pre-recorded video. This lack of thorough investigation is noteworthy given that, in lieu of traditional classrooms, many universities offer online courses, blended-learning, or synchronous learning environments (where students watch a live video stream of the lecture while at a remote-location), with the intention that these changes are providing a beneficial change to the educational experience. Without controlling or equating these other factors the reason for a change in performance, or lack-there-of, cannot be isolated. Unfortunately, comparing a live classroom to a podcast version of the same lecture involves a manipulation of not just material modality and presentation but also the physical setting, social environment, control of material (e.g., the ability to replay the lecture), and so on. Investigations of how different educational settings may impact cognitive factors, such as memory, often involves comparing groups who are offered the material in various ways, for example live versus online “podcast” versions. For example, Allen and Seaman report that in the United States over a quarter of college students take one or more online courses. One major change has been in the increase in courses offered online or through distance education. The way that educational information is conveyed has changed greatly in recent decades. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are creditedĭata Availability: All data files are available from the Dryad database ( ).įunding: This research was supported by a Natural Sciences and Engineering Research Council of Canada grant (12R80338) to AK, and by a NSERC Canadian Graduate Scholarship to TLVS. Received: JAccepted: OctoPublished: November 11, 2015Ĭopyright: © 2015 Varao-Sousa, Kingstone. Dalby, University of Westminster, UNITED KINGDOM Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.Ĭitation: Varao-Sousa TL, Kingstone A (2015) Memory for Lectures: How Lecture Format Impacts the Learning Experience. Additionally, students reported greater interest and motivation in the live lectures. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. During the lectures, students were asked to report mind wandering and later complete a memory test. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation.
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