Effects of Self-Regulated Learning Prompts at Three Different Phases in Video-Based Learning

The current study examined the influences of self-regulated learning prompts provided during three different self-regulated learning phases in video-based learning. A total of 58 college students from a midwestern university were randomly assigned into one of the four conditions: (1) self-regulated learning prompts at the forethought phase, (2) self-regulated learning prompts at the performance phase, (3) self-regulated learning prompts at the self-reflection phase, and (4) no self-regulated learning prompts in any phase. Participants watched a video on the human respiratory system and responded to the self-regulated learning prompts in one of the three phases or no prompts. Upon completing the video, participants responded to a questionnaire assessing their self-regulated learning levels and learning outcome. Self-regulated learning levels were also inferred by learners' behavior of pausing and rewinding during video-watching. Results indicated that participants who received self-regulated learning prompts at the performance phase achieved better learning outcome compared to those in the no prompt condition.