UBC Research Data

Data from: Memory for lectures: how lecture format impacts the learning experience Varao-Sousa, Trish L.; Kingstone, Alan

Description

<b>Abstract</b><br/>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.; <b>Usage notes</b><br /><div class="o-metadata__file-usage-entry"><h4 class="o-heading__level3-file-title">Varao-Sousa & Kingstone - Memory for Lectures data</h4><div class="o-metadata__file-name"></div></div>

Item Metadata

Title	Data from: Memory for lectures: how lecture format impacts the learning experience
Creator	Varao-Sousa, Trish L.; Kingstone, Alan
Date Issued	2021-05-19
Description	<b>Abstract</b><br/>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.; <b>Usage notes</b><br /><div class="o-metadata__file-usage-entry"><h4 class="o-heading__level3-file-title">Varao-Sousa & Kingstone - Memory for Lectures data</h4><div class="o-metadata__file-name"></div></div>
Subject	Other; lecture settings; interest; memory performance; mind wandering
Type	Dataset
Notes	Dryad version number: 1</p> Version status: submitted</p> Dryad curation status: Published</p> Sharing link: https://datadryad.org/stash/share/Tt1rKvTtuXOME1TDButKpcS5pRFCyXLCGfHlZ5mEkCA</p> Storage size: 31624</p> Visibility: public</p>
Date Available	2020-06-24
Provider	University of British Columbia Library
License	CC0 1.0
DOI	10.14288/1.0397611
URI	https://doi.org/10.5683/SP2/ATRU4Q
Publisher DOI	https://doi.org/10.5683/SP2/ATRU4Q; https://doi.org/10.5061/dryad.g81h3
Rights URI	http://creativecommons.org/publicdomain/zero/1.0
Aggregated Source Repository	Dataverse

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