Interactive Effects of Graphic Organizer Strategy and Strategy Preference on Self-Paced Video Learning

Abstract

This study explored the mutual influence of GO strategy (watching vs. generating) and strategy preference (with GO preference vs. without GO preference) on the learning outcomes (indicated by learning performance, intrinsic motivation, metacognition and cognitive load) when learning from self-paced videos. The results showed that when generating GO, GO preference increased participants’ knowledge retention in both immediate and delayed performance, perceived value of intrinsic motivation and reduced participants’ cognitive load. Additionally, when watching GO, GO preference increased participants’ perceived value of intrinsic motivation and reduced participants’ perceived pressure of intrinsic motivation and cognitive load. Furthermore, GO preference can improve participants’ knowledge retention in delayed performance by improving their competence and learning confidence. The results suggested the positive effect of GO preference on the learning outcomes when learning self-paced video with generating and watching a GO.