Understanding the Effects of Structured Note-taking Systems for Video-based Learners in Individual and Social Learning Contexts

Video-based learning is widely adopted by online learners, yet, experience and quality may be negatively affected asynchronous remote natures of video-based learning. As note-taking a common practice employed learners known to an effective way trigger active construction processing knowledge, yet as meta-skill, it challenging most learners. In this study, we aim approach the goal providing cognitive social scaffolds structuring their process. We presented evaluated structured systems designed for in two contexts, namely, individual context context. With controlled study involving 43 participants, compared with baseline (for contexts respectively) found that significantly improved certain aspects such higher engagement lower distraction. discussed our results inform design, iteration, adoption tools