Keywords
mind mapping
real-time commenting
multimodal learning
self-regulated learning
How to Cite
Abstract
Video creation offers students opportunities for active and authentic learning while enabling them to acquire knowledge and 21st-century skills across various disciplines. In the AI-driven era of higher education, video creation could become one of the most effective pedagogical approaches. Self-regulated learning (SRL) is a key higher-order skill for 21st-century learners, that enables them to adapt as lifelong learners in dynamic environments. Students’ video creation is an active learning activity that requires SRL, as students need to manage the processes of goal setting, planning, and managing their projects. However, these SRL processes do not occur naturally or easily. Therefore, we need to intentionally design learning environments and teaching practices to enhance students’ SRL. Two potential scaffolding approaches that can support students’ SRL in the video creation learning process are mind mapping and real-time commenting. This study investigated the effects of these two approaches on seven key aspects of SRL in video creation activities: goal setting, planning, self-monitoring, evaluation, reflection, self-efficacy, and effort. We carried out an eight-week intervention study involving 140 Chinese university students and employed a 2 × 2 between-subjects factorial design with four intervention groups. Our analysis revealed that: (i) mind mapping significantly enhanced five aspects of students’ SRL: goal setting, planning, self-monitoring, reflection, and self-efficacy; (ii) real-time commenting significantly improved two aspects of students’ SRL: evaluation and reflection; and (iii) neither mind mapping nor real-time commenting significantly enhanced students’ effort. The results highlight the effectiveness of mind mapping and real-time commenting in supporting different phases of students’ SRL in video-based learning, with practical implications that include the potential use of generative AI tools in multimedia learning contexts to enrich instructional practices.
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