Abstract The use of video examples in (online) learning scenarios is rapidly growing and can be very effective for learners with little or no prior knowledge. Previous research identified so-called self-explanation prompts as the method of choice to make learners deeply process the examples’ principles. From a cognitive load perspective, it seems feasible to prepare learners for such self-explaining via written explanations and an introductory example—leaving the optimal presentation mode of this introductory example in question. We thus aimed to analyze effectiveness and efficiency of the presentation mode (i.e., written vs. video-based) of the introductory example. In our experiment, students (N = 42) received a written explanation supplemented with an introductory example, before they self-explained video-based examples. We found similar learning processes (i.e., cognitive load and self-explanation quality) and a large effect on learning outcomes (i.e., conceptual knowledge about the examples’ principles)—irrespective of the introductory example’s presentation mode. However, the written introductory example revealed efficiency advantages over the video-based one: studying it required less time, and recalling its principles required less mental effort. Finally, we identified previous experience with video-based learning as a predictor for learning outcomes.

中文翻译：

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为学习者准备自我解释视频示例：文本还是视频介绍？

摘要 视频示例在（在线）学习场景中的使用正在迅速增长，并且对于只有很少或没有先验知识的学习者来说非常有效。先前的研究将所谓的自我解释提示确定为使学习者深入理解示例原理的选择方法。从认知负荷的角度来看，通过书面解释和介绍性示例让学习者为这种自我解释做好准备似乎是可行的——让这个介绍性示例的最佳呈现模式成为问题。因此，我们旨在分析介绍性示例的演示模式（即基于书面与基于视频）的有效性和效率。在我们的实验中，学生 (N = 42) 在他们自我解释基于视频的示例之前，收到了补充有介绍性示例的书面解释。我们发现类似的学习过程（即认知负荷和自我解释质量）和对学习结果的巨大影响（即关于示例原理的概念知识）——与介绍示例的呈现模式无关。然而，书面的介绍性示例显示出比基于视频的示例具有效率优势：研究它需要更少的时间，并且回忆其原理需要更少的脑力。最后，我们确定以前基于视频的学习经验作为学习结果的预测指标。书面介绍性示例显示出比基于视频的示例具有效率优势：研究它需要的时间更少，回忆其原理需要更少的脑力劳动。最后，我们确定以前基于视频的学习经验作为学习结果的预测指标。书面介绍性示例显示出比基于视频的示例具有效率优势：研究它需要的时间更少，回忆其原理需要更少的脑力劳动。最后，我们确定以前基于视频的学习经验作为学习结果的预测指标。