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<p>Video-based learning is a prevalent instructional method in higher education. Although video offers increased flexibility for learning, students face inherent challenges in maintaining attention and engagement. Mind wandering is a common challenge that can negatively impact learning outcomes. While prior research has examined the impact of mind wandering, less is known about how students respond when they become aware of mind wandering. This naturalistic case study explored how self-regulated learning relates to students’ awareness of mind wandering. It also examined the temporal focus of these thoughts and whether students choose to rewind videos after noticing they were mind wandering. A total of 53 university students from eight courses participated, reporting instances of mind wandering while watching short (&lt; 30&#xa0;min) instructional videos and completing the self-regulation for learning online (SRL-O) questionnaire. Students with stronger effort regulation and planning and time management skills, reported less mind wandering. Analysis of video navigation revealed only 15 instances where students rewound the video after reporting mind wandering, representing less than 5% of the 317 total thought reports and involving only 10 of 53 participants. These findings raise questions about whether learners need explicit instruction on how to respond when they catch themselves mind wandering, or whether such reactive behaviours develop naturally as part of self-regulated learning skills.</p>

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Mind wandering in Video-Based learning: Self-Regulated learning and student responses in a naturalistic setting

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月12日

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  • Daniel Ebbert,
  • Negin Mirriahi,
  • Natasha Wilson,
  • Malgorzata Korolkiewicz,
  • Nicholas Fewster-Young,
  • Anna Lloyd,
  • Maurizio Costabile,
  • Srecko Joksimovic,
  • Shane Dawson

摘要

Video-based learning is a prevalent instructional method in higher education. Although video offers increased flexibility for learning, students face inherent challenges in maintaining attention and engagement. Mind wandering is a common challenge that can negatively impact learning outcomes. While prior research has examined the impact of mind wandering, less is known about how students respond when they become aware of mind wandering. This naturalistic case study explored how self-regulated learning relates to students’ awareness of mind wandering. It also examined the temporal focus of these thoughts and whether students choose to rewind videos after noticing they were mind wandering. A total of 53 university students from eight courses participated, reporting instances of mind wandering while watching short (< 30 min) instructional videos and completing the self-regulation for learning online (SRL-O) questionnaire. Students with stronger effort regulation and planning and time management skills, reported less mind wandering. Analysis of video navigation revealed only 15 instances where students rewound the video after reporting mind wandering, representing less than 5% of the 317 total thought reports and involving only 10 of 53 participants. These findings raise questions about whether learners need explicit instruction on how to respond when they catch themselves mind wandering, or whether such reactive behaviours develop naturally as part of self-regulated learning skills.