Online video lectures are widely used in e-learning environments. They provide several advantages for students such as preparing for class and controlling their learning pace. However, essential features of videos, such as transient information and learner control, can also increase learners’ cognitive load and disorientation, particularly for learners with low prior knowledge. This study analyzed data collected from a questionnaire, students’ examination and homework scores, and system logs to examine the effects of prior knowledge on the engagement level, frequency of viewing strategies used, attitudes, and learning performance of students who watched video lectures. The results showed that the students demonstrated the same engagement levels of watching video lectures, regardless of whether they had high or low prior knowledge. However, high prior knowledge learners used a higher frequency of viewing strategies, had a more positive attitude toward watching the video lectures, and exhibited higher learning performance than the low prior knowledge learners did. These results are discussed in this article, and several suggestions for personalized prior knowledge support are proposed.
|頁（從 - 到）||415-426|
|期刊||International Journal of Human-Computer Interaction|
|出版狀態||已發佈 - 2019 3月 16|
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