The study tested achievement motivation as a moderator of the relationship between pre-interpolated questions and learning from video lectures. Participants were 63 university students who were selected from a group of 123 volunteers, based on having high (n = 31) or low (n = 32) scores on the Achievement Motivation Scale. The students in each group were randomly assigned to view an instructional video with or without interpolated pre-questions. Visual attention was assessed by eye tracking measures of fixation duration and first time to fixation, and learning performance was assessed by tests of retention and transfer. The results of ANCOVAs showed that after controlling for prior knowledge, students with high achievement motivation benefitted more from the pre-questions than students with low achievement motivation. Among students with high achievement motivation, there was longer fixation duration to the learning materials and better transfer in the pre-questions condition than in the no-questions condition, but these differences based on video type were not apparent among students with low achievement. The findings have practical implications: interpolated pre-questions in video learning appear to be helpful for highly motivated students, and the benefit is seen in transfer rather than retention.

该研究测试了成就动机作为预插问题与视频讲座学习之间关系的调节器。参与者是 63 名大学生，他们是从 123 名志愿者中选出的，根据高 ( n  = 31) 或低 ( n = 32) 成就动机量表的分数。每组的学生被随机分配观看带有或不带有内插预习题的教学视频。视觉注意力通过注视持续时间和第一次注视的眼动追踪测量来评估，学习表现通过保留和转移测试来评估。ANCOVAs 的结果表明，在控制先验知识后，高成就动机的学生比低成就动机的学生从预习中受益更多。在成就动机高的学生中，预习条件下对学习材料的固定时间更长，迁移能力比无问题条件下更好，但这些基于视频类型的差异在成绩低的学生中并不明显。