Uncovering video-based learning processes: Cued-retrospective reporting versus concurrent and retrospective reporting

Aims: This study assesses the richness of data elicited by different verbal reporting methods for the purpose of
studying active processing in the context of video-based learning.
Sample: Participants were 26 higher education students.
Methods: The study had a within-participant design. Participants watched three videos under three different
verbal reporting conditions (order was counterbalanced): Concurrent reporting, retrospective reporting, and
cued-retrospective reporting where participants viewed a replay of the video together with an overlay of their
own gaze patterns. The different methods were compared regarding the richness of data elicited.
Results: The results suggest that cued-retrospective reporting with gaze replays resulted in the most information
reported to study active processing in a video-based learning context. This pattern did not vary reliably as a
function of self-reported prior knowledge.
Conclusions: The use of cued-retrospective reporting with gaze replays emerges as the verbal reporting method
eliciting the most information in video-based learning.