The Effect of Prequestions on Learning from Video Presentations

Asking students questions before they learn something has been shown to enhance memory for that information. Studies demonstrating this prequestion effect in reading tasks have shown that such prequestions may not enhance-and could even impair-learning of information that was not prequestioned, possibly due to learners tendencies to selectively process the prequestioned information at the expense of non-prequestioned information. The current study explored the effects of prequestions on learning from videos, where such a selective processing strategy would be less likely to occur. Participants viewed an educational video and either answered prequestions prior to viewing each of three segments (Prequestion Group) or viewed the same video without answering prequestions (Control Group). A later test revealed a significant advantage for the Prequestion Group over the Control Group, and this pertained to both prequestioned and non-prequestioned information. Thus, prequestions appear to confer both specific and general benefits on video-based learning.