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Effect of Embedding Prompts on Learning Performance and Metacognitive Monitoring

Instructional videos are widely-used resources in online learning. To enhance the effectiveness of instructional videos, prompts can be provided to learners and support their learning processes. According to the Interactive, Constructive, Active, Passive (ICAP) framework, the present study compared the effect of summary and self-explanation prompts on the metacognitive monitoring process and learning performance. In Study 1, 156 participants were randomly assigned to summary prompt, self-explanation prompt, and control conditions. Results showed that the summary prompt helped learners to perform better on retention test, but no effect was found on transfer test. Study 2 further explored the effects of these two prompts on the metacognitive monitoring process. Fifty participants were randomly assigned to summary prompt, self-explanation prompt, or control groups. Results indicated that both prompts helped participants to achieve greater scores on retention test and make more accurate calibration on transfer than participants in the control condition. These results suggested that the ICAP framework has the potential to generalize to the video learning context. Additional research is needed to investigate whether these effects can be replicated.