Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.

在线视频录制的讲座已成为学生学习（例如在翻转教室中）的一种越来越重要的手段。但是，要让学生充分处理这些讲座以做好充分的准备，对教育工作者来说是一个挑战。本文研究了开放式嵌入式问题在实现这一目标方面的有效性。一个实验比较了在线演示的录像讲课，有无此类问题。没有回答有关问题的反馈。大学生（N = 40）查看了讲座，回答了关于自我效能和可用性的调查问卷，并完成了一项知识测验。用户日志显示，学生对嵌入式问题讲座的参与度大大提高。但是，参与度与知识测试结果无关。人们对自我效能，有用性，易用性和满意度给予了一致的高度评价。嵌入式问题条件的平均考试分数明显更高。结论是，没有反馈的开放式嵌入式问题可以提高在线视频讲座作为学习资源的有效性。