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Learning from videos is becoming an important part of educational activities. Whereas outlines have great potential, particularly during information seeking (IS), few studies have so far explored the effect of their presence in videos. The two aims of the present study were thus to 1) evaluate the influence of outlines on IS and learning, and 2) analyze the extent to which an IS task can optimize the use of outlines during learning. As outlines are known to have a positive impact on video representation during IS tasks, we predicted that performing an IS task prior to a learning task featuring an outline would result in better content representation by learners. A total of 103 participants were divided into four groups (2 × 2 factorial design): with or without an outline, and with or without IS questions before learning. Results indicated that the presence of an outline promotes topic recall in terms of both the number and organization of the topics recalled, and performing an IS task with an outline before learning promotes content memorization to a small extent. Results are discussed in terms of engagement and metacognitive processes. [ABSTRACT FROM AUTHOR]

Learning from videos is becoming an important part of educational activities, but video content may be difficult to process, mainly because its organization is not very salient in this medium. The learner's organization process should be enhanced by (1) displaying the structure (ie, table of contents) in the video‐based environment, and (2) proposing interactivity tools (interactive table of contents and cued timeline) to use this structure in a more efficient way. A total of 57 participants (higher education students) were divided into three groups (no table of contents, table of contents, and interactive table of contents) to assess the effects of displaying a structure on learning outcomes and behaviours. Results showed that tables of contents boosted topic recall, and interactivity allowed learners to perform more relevant reviewing behaviours. However, reviewing behaviours appear to be broadly timeline‐driven, and learners did not actively use the interactive table of contents. No significant effect was found on other learning outcomes (ie, content memorization and comprehension). One suggestion is that a table of contents, especially when it is interactive, can be an organizational aid during the construction of a mental model, but learners may underestimate its usefulness. Practitioner notesWhat is already known about this topic Educational videos are increasingly being used for learningAccording to the cognitive theory of multimedia learning, organizing incoming information is essential for learningIn written documents, a table of contents may serve as an organizational aidIn information‐seeking tasks, an interactive table of contents improves localization.What this paper adds Adding a table of contents to a video may promote topic recall, but not content learning.An interactive table of contents may enhance consultation strategies (eg, reviewing information).Learners tend to use timelines, rather than tables of contents, to navigate videos.Implications for practice When designing an educational video, adding an interactive table of contents may enhance the quality of learning.Different strategies seem to be employed by learners, with some of them displaying no reviewing behaviours at all.Learners may underestimate the usefulness of the table of contents, so it may be necessary to encourage then to use it. [ABSTRACT FROM AUTHOR]

Abstract Videos are increasingly being used in education and training,but can lead to specific difficulties in terms of users' learning processes, owing to the transient nature of the information that is delivered. To cope with potential cognitive overload, learner controls can be provided (e.g., pause button), but novice users' mental models may not be sufficiently relevant for them to know when to halt the video. Given that procedural learning involves memorizing an organized and discrete sequence of behaviors, we tested the assumption that providing control buttons is not sufficient for novice learners, and introducing a system-paced interruption at each procedural step is far more effective, when it comes to learning a clinical skill. In the present study, 68 occupational therapy students were divided into three groups: noninteractive video, interactive video (with learner-paced control), and segmented interactive video (interactive video with system-paced interruptions). Results showed the superiority of the segmented format for procedural learning, but no significant difference between conditions for recall test. Users made very little use of the pause button when it was available. These findings support the importance of using segmented instructional videos to reinforce representations of procedures in memory for novice learners and reduce cognitive load. Highlights • We studied the effects of segmentation and pacing on procedural learning by video. • Students made very little use of the pause button when it was available. • Using segmented videos improve procedural learning and reduce cognitive load. • Results are discussed in terms of temporal cueing and cognitive load hypotheses. [ABSTRACT FROM AUTHOR]