Note-taking fosters distance video learning: smartphones as risk and intellectual values as protective factors

Abstract

Distance video learning, especially with how-to videos, has become extremely popular. Whereas previous studies revealed note-taking as a prominent and promising support measure for video learning in the lab, we focus on note-taking while learning from a how-to video in a distance learning setting. Meanwhile, learners' digital distraction and smartphone usage have become widespread and excessive, potentially harming learning. We thus also aimed to analyze potential risk and protective factors associated with learning with how-to videos, such as smartphone usage time and intellectual values. We conducted an online field experiment involving 59 psychology students, who learned with a short how-to video on plumbing. We found that note-takers outperformed non-note-takers in a posttest about the video content. Furthermore, this note-taking effect on learning outcomes was mediated by learning engagement. Besides note-taking and intellectual values as contributing positively to learning outcomes, we also identified the mean daily smartphone usage time as a risk factor to learning. Overall, our results show how beneficial it is for students to take notes while learning with how-to videos in a distance learning setting. Conversely, learners should avoid digital distractions, in particular through smartphones.

Figure 1

Statistically significant mediation results.

Figure 2

Regression on learning outcomes. Standardized beta coefficients, *p < 0.05.

Figure 3

3D scatterplot with regression plane predicting learning outcomes on intellectual values and mean daily smartphone usage time.