Memory for Lectures: How Lecture Format Impacts the Learning Experience

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classr...

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Bibliographic Details
Published in:PloS one 2015-11, Vol.10 (11), p.e0141587-e0141587
Main Authors: Varao-Sousa, Trish L, Kingstone, Alan
Format: Article
Language:English
Subjects:
Classroom techniques
Classrooms
Cognition & reasoning
Cognitive ability
Distance learning
Education
Educational technology
Environmental impact
Evaluation
Format
Humans
Internet
Learning
Memory
Metadata
Methods
Motivation
Online instruction
Public speaking
Student motivation
Students
Studies
Teaching
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Summary:The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0141587