This study explored ways to foster generative learning during a narrated video lesson about the human kidney. In a 2 × 3 between-subjects design, 196 college students were randomly assigned to a video format condition and a learning strategy condition. Students listened to oral explanations from the instructor as they viewed either a series of static diagrams (static visuals) or the same diagrams dynamically drawn on the screen without the instructor visible (instructor-generated visuals). After each part of the lesson, students either wrote verbal explanations (explain) or created drawings (draw), or they rewatched that part of the lesson (rewatch). All students then completed retention and transfer tests on the material. Results indicated a significant main effect of learning strategy for retention and transfer: the explain group significantly outperformed the draw group (retention: d = .60; transfer: d = .67) and the rewatch group (retention: d = .58; transfer d = .87). There was also a significant video format by learning strategy interaction for transfer: explaining was most effective for students who observed instructor-generated visuals (ds > 1.0) rather than static visuals (ds < .5). These findings suggest that when learning from narrated video lessons with complex diagrams, students benefit most from viewing dynamically generated drawings and then verbally explaining what they learned. In contrast, creating drawings may not be appropriate for learning from diagram-heavy lessons. Overall, this study demonstrates the importance of aligning instructional methods with appropriate learning strategies. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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从视频课程中培养生成性学习：教师生成的绘图和学习者生成的解释的好处。

这项研究探索了在有关人类肾脏的叙述视频课程中促进生成性学习的方法。在一个 2 × 3 的学科间设计中，196 名大学生被随机分配到一个视频格式条件和一个学习策略条件。学生在观看一系列静态图表（静态视觉效果）或在没有讲师可见的情况下在屏幕上动态绘制的相同图表（讲师生成的视觉效果）时，听取了讲师的口头解释。在课程的每个部分之后，学生要么写口头解释（解释）或绘制图画（绘图），要么重新观看课程的该部分（重新观看）。然后，所有学生都完成了材料的保留和转移测试。结果表明学习策略对保留和迁移的主要影响显着：解释组的表现明显优于抽签组（保留：d = .60；转移：d = .67）和重看组（保留：d = .58；转移 d = .87）。还有一种重要的视频格式是通过学习策略交互进行迁移：对于观察教师生成的视觉效果 (ds > 1.0) 而不是静态视觉效果 (ds < .5) 的学生来说，解释最有效。这些发现表明，当从带有复杂图表的叙述视频课程中学习时，学生从查看动态生成的图纸中受益最大，然后口头解释他们学到的东西。相比之下，创建图纸可能不适合从大量图表的课程中学习。总的来说，这项研究证明了将教学方法与适当的学习策略相结合的重要性。（PsycInfo 数据库记录 (c) 2020 APA，