Is speed-watching a good idea? Potential metacognitive complications of watching instructional videos at faster speeds

Abstract

Online learning has become mainstream for many learners. To save time, many students “speed-watch” video lectures (play them at faster-than-original speed). Numerous studies have evaluated the effect of video speed on learning, concentrating on aspects such as comprehension and satisfaction. Yet few researchers have considered metacognitive impacts of speed watching, especially within the context of a complex learning environment. In this study, we investigated the relationships between video playback speed, interruptions, and learning performance. Learning was assessed using measures of recognition, elaboration, and confidence. We presented participants with lectures at 1x and 1.5x speeds, with or without interruption. Results revealed that speed-watching did not impair recognition performance, nor did it hinder elaboration. Interruptions hampered elaboration, regardless of video speed, leading to acceptable memory for content, but weaker connection of the newer material to other relevant memory content. Additionally, speed-watching resulted in less confidence in learning, except when interruptions were present. We discuss potential speed-watching effects on attention and metacognition, i.e., that attention was increased, albeit at the expense of confidence. We encourage students to consider their learning environment when choosing to speed-watch. Less confident learners may adjust strategies in ways that defeat the time advantage gained by faster playback.