APS
29th APS Annual Convention · 2017
The Effect of Note-taking on Mind-wandering and Learning During a Video Lecture: An Individual Differences Analysis
- John Lurquin
University of Colorado Boulder - Nicholas Carruth
University of Colorado Boulder - Bridget Smeekens
University of North Carolina, Greensboro - Claudia von Bastian
Bournemouth University - Michael Kane
The University of North Carolina at Greensboro - Akira Miyake
University of Colorado Boulder
Abstract
Participants (N=182) watched an introductory-statistics video lecture with or without taking notes. Note-taking moderated the effect of prior knowledge on mind-wandering, and some measures (math interest, media-multitasking habits) also predicted in-lecture mind-wandering rates. Moreover, mind-wandering rates significantly mediated the relationship between those predictors and the learning (posttest) and lecture-interest outcomes.
Education
