It is well known that outlines can help learners establish a conceptual framework that connects new knowledge with prior knowledge, and thus promote learning. However, it is unclear whether outlines are beneficial before learning from watching an educational video. We tested the effects of two goal setting strategies on learning from a video lecture. Learners (N = 87) were randomly assigned to one of three groups: read an instructor-generated outline before the video (n = 29); read the same outline, and based on it, generate their own outline of the key ideas before the video (n = 29); control group (n = 29). The study was conducted in an eye-tracking laboratory. Learners in the instructor-generated outline group reported higher learning engagement than those in the control group. Learners in the reading and generating outline group paid greater attention to the learning materials, and had higher learning performance scores, than those in the control group. The two strategy groups did not differ from each other on learning engagement or learning performance. The findings suggest that: To improve learning, instructors should ask learners to read an instructor-generated outline, and to generate their own outline based on the instructor’s outline, before viewing the video lecture.

众所周知，大纲可以帮助学习者建立一个概念框架，将新知识与已有知识联系起来，从而促进学习。但是，在通过观看教育视频学习之前，尚不清楚大纲是否有益。我们测试了两种目标设定策略对视频讲座学习的影响。学习者（N  = 87）被随机分配到三组之一：在视频之前阅读教师生成的大纲（n  = 29）；阅读相同的大纲，并在此基础上，生成自己的视频前关键思想大纲（n  = 29）；对照组（n = 29)。该研究是在眼动追踪实验室进行的。教师生成大纲组的学习者报告的学习参与度高于对照组的学习者。阅读和生成大纲组的学习者对学习材料的关注度更高，学习成绩得分高于对照组。两个策略组在学习投入或学习表现方面没有差异。研究结果表明： 为了提高学习效果，教师应在观看视频讲座之前让学习者阅读教师生成的大纲，并根据教师的大纲生成自己的大纲。