This data set shows the results of a study investigating whether writing self-explanations has a stronger effect than interpolated testing on reducing task-unrelated thoughts and improving learning outcomes.
The data comes from 138 participants distributed across three groups who were all tasked with reviewing the same video. Each participant completed a knowledge test before and after watching the video to compare learning outcomes between the three groups. The first group was a control group; the second group answered interpolated tests; and the third group wrote self-explanations at pauses in the videos.
This dataset contains the following:
A folder analysis consisting of a source file with programming code used for the data analysis
(analysis.qmd) and a pdf showing the results of the analysis (analysis.pdf).
A folder data consisting of two Excel files. One contains the participant scores from the knowledge tests as well as the participants grouping (knowledge_tests.xlsx). The other contains the participants coded thought reports (thought_reports.xlsx).
An accompany PDF file that provides an overview of the materials used in this study, including the specific questions the participants were asked (Materials.pdf).
Data citation
Ebbert, D, Claassen, A, Wilson, N, Joksimovic, S, Mirriahi, N, Dawson, S 2024, Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-Explanation, University of South Australia, viewed 26 June 2024, retrieved from <https://researchoutputs.unisa.edu.au/11541.1/652f8fc6-c550-4a62-88eb-3a0664a4bfc7>.