Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-Explanation

This data set shows the results of a study investigating whether writing self-explanations has a stronger effect than interpolated testing on reducing task-unrelated thoughts and improving learning outcomes.

The data comes from 138 participants distributed across three groups who were all tasked with reviewing the same video. Each participant completed a knowledge test before and after watching the video to compare learning outcomes between the three groups. The first group was a control group; the second group answered interpolated tests; and the third group wrote self-explanations at pauses in the videos.

This dataset contains the following:

A source file with programming code used for the data analysis (analysis.qmd) and a pdf showing the results of the analysis (analysis.pdf).

Two Excel files. One contains the participant scores from the knowledge tests as well as the participants grouping (knowledge_tests.xlsx). The other contains the participants coded thought reports (thought_reports.xlsx).

An accompany PDF file that provides an overview of the materials used in this study, including the specific questions the participants were asked (Materials.pdf).