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<p>In teaching, students’ thinking time after encountering a question plays a crucial role in students’ subsequent learning. This study examined the effects of question wait time (automatically vs. manually controlled) and question positions (pre- vs. post-questions) in video-based learning, using eye-tracking technology to investigate attentional and cognitive processes. Participants (<i>N</i> = 116) were randomly assigned to one of the following conditions: automatically (automatic page turning after 2&#xa0;s) and manually controlled wait time (after 3&#xa0;s, students manually turn pages by clicking a button) for both pre-questions (before content delivery) and post-questions (after content delivery). The results demonstrated that extended pre-question wait time significantly reduced cognitive load, while extended wait time for both pre-questions and post-questions improved attention and learning performance. These findings suggest that strategic pauses allow students to better process information, engage in deeper cognitive processes, and consolidate knowledge.</p>

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Effects of the question wait time and question positions on scientific concept learning from video

  • 期刊论文

  • 发表日期：

    2026年7月10日

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  • Hongyan Wang,
  • Zhuoni Xue,
  • Youbin Zhang,
  • Weiping Hu

摘要

In teaching, students’ thinking time after encountering a question plays a crucial role in students’ subsequent learning. This study examined the effects of question wait time (automatically vs. manually controlled) and question positions (pre- vs. post-questions) in video-based learning, using eye-tracking technology to investigate attentional and cognitive processes. Participants (N = 116) were randomly assigned to one of the following conditions: automatically (automatic page turning after 2 s) and manually controlled wait time (after 3 s, students manually turn pages by clicking a button) for both pre-questions (before content delivery) and post-questions (after content delivery). The results demonstrated that extended pre-question wait time significantly reduced cognitive load, while extended wait time for both pre-questions and post-questions improved attention and learning performance. These findings suggest that strategic pauses allow students to better process information, engage in deeper cognitive processes, and consolidate knowledge.