15 January 2019
Given a passage of text to study, many students repeatedly re-read it in the hope the information will eventually stick. Psychology research has shown the futility of this approach.
Re-reading is a poor strategy, it’s too passive and it leads the mind to wander. Much better to test yourself on what you read, or explain it to yourself or someone else.
Now a paper in Experimental Psychology suggests the same is true of lecture videos – immediately re-watching them doesn’t lead to any greater learning.
Leonardo Martin and his team asked 72 participants to watch two lecture videos, both around 10 minutes long. One was a live recording of a lecture about sanitation in the middle ages; the other consisted of voice over slides and was about problem solving.