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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]

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]

Information seeking (IS) has become a critical activity in video‐based environments. Up to now, the effects of support on information seeking (i.e., scaffolding) have seldom been assessed. The twofold aim of the current study was to (a) assess the effects of scaffolding on IS in videos and (b) determine the characteristics of the users' mental models after an IS activity with or without scaffolding. We divided 50 participants into two groups that either did or did not benefit from initial scaffolding during an IS task. Both groups then had to perform a localization task without any further access to scaffolding. Results showed that scaffolding the video by providing a table of contents and markers on a timeline helped students to engage in highly efficient IS, but they had less accurate mental representations of the video than those without scaffolding. The hypothesis that scaffolding provides a usable but external model was therefore supported. Lay Description: What is already known about this topic: Videos are increasingly used in learning.Searching for information in videos may be a complex activity.So far, very few studies have been conducted on the potential effect of scaffolding videos during an information‐seeking (IS) task. What this paper adds: In this study, we put in place the scaffolding of the video by adding a table of contents and markers on the timeline.Structuration and segmentation have positive effects on the performance in IS, in terms of response success, time spent on each search, relevance, and perceived difficulty.Scaffolding has a negative impact on the users' internal representations of the video. Implications for practice: Incorporating a table of contents and a structured timeline into a video facilitates the search activity.Without scaffolding, the search activity is longer and cognitively more costly.Paradoxically, users have a poorer representation of the video (i.e., poorer mental model) after the IS task when they were given scaffolding.Future studies should focus on the benefits of providing structuring and segmentation in learning tasks. [ABSTRACT FROM AUTHOR]