COGNITIVE PSYCHOLOGY IN ONLINE ENGLISH CLASSES

Abstract

The present study aimed at investigating participants’ perceptions about interactive videos with pop-up questions as a retrieval practice (Experiment 1 and 2) as well as the effects of such interaction (Experiment 2). Three interactive videos about biographies of famous literature writers (Edgar Allan Poe, Arthur Conan Doyle, and Agatha Christie) were produced with different question distribution and 25 participants watched them and answered a questionnaire. The data-gathering happened during the isolation period triggered by the Covid19 pandemic when lack of interaction and physical distance imposed extra barriers for education. The participants stated they prefer and consider having learned more with videos with retrieval practice in the format of multiple-choice pop-up questions distributed during the video. Even though some participants felt worried during the videos with interaction, most participants stated their attention was higher in the presence of the questions. Educational videos with retrieval practice can be used prior, during, and after a lesson irrespective of its modality (online or face-to-face). Interactive videos change learners’ behavior in a way it facilitates online learning. They promote higher attention, engagement, and motivation besides the usual benefits of retrieval practice. Further research needs to be carried out considering the implications of cognitive psychology on learning.

Keywords

• Learning
• Teaching
• Interactive video
• Retrieval practice
• Online learning