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Prior Knowledge Interacts with the Effects of Pre-Questions and Feedback Types on Learning from Videos: Eye-Tracking and Cognitive Load Evidence

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Title: Prior Knowledge Interacts with the Effects of Pre-Questions and Feedback Types on Learning from Videos: Eye-Tracking and Cognitive Load Evidence
Language: English
Authors: Qian Huangfu, Tingting Deng, Yujia Guo, Yuman Li, Ruonan Feng, Zixuan Wang
Source: British Journal of Educational Technology. 2026 57(4):1115-1139.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Prior Learning, Questioning Techniques, Feedback (Response), Video Technology, Eye Movements, Cognitive Processes, Difficulty Level, Educational Technology, College Students, Foreign Countries, Retention (Psychology), Intervention, Learner Engagement, Scaffolding (Teaching Technique), Instructional Effectiveness, Attention
Geographic Terms: China
DOI: 10.1111/bjet.70046
ISSN: 0007-1013
1467-8535
Abstract: Instructional videos increasingly supplement formal education, yet the efficacy of design elements (e.g. pre-questions and feedback) remains underexplored, particularly regarding interactions with learners' prior knowledge. This study involving 352 Chinese university students employed a 2 (prior knowledge: low/high) × 4 (instructional intervention conditions: no pre-questions; pre-questions without feedback; pre-questions with simple feedback; pre-questions with elaborated feedback) experimental design, using eye-tracking to measure attention allocation (time to first fixation, dwell time, total fixation duration) and analysing cognitive load, learning efficiency, retention and transfer via two-way ANOVA. Research has indicated that intrinsic cognitive load was mostly influenced by existing knowledge and was not significantly impacted by the instructional intervention. Extraneous cognitive load and germane cognitive load showed a prior knowledge × intervention interaction: under low prior knowledge, pre-questions with elaborated feedback yielded lower extraneous load and higher germane load, whereas no pre-questions yielded higher extraneous load and lower germane load; under extensive previous knowledge, no pre-questions or simple feedback produced lower extraneous load without suppressing germane load, while elaborated feedback increased extraneous load due to redundancy. Pre-questions universally reduced time to first fixation, indicating quicker attention capture, while simple feedback increased dwell time on critical content, fostering deeper engagement. Retention was highest for low-knowledge learners using pre-questions without feedback, whereas transfer performance depended more on prior knowledge than instructional design. Findings suggest tailoring videos to learners: Novices benefit from pre-questions with simple or no feedback, while experienced learners gain equally from simpler designs without needing elaborated feedback. Pre-questions effectively guide attention, making them ideal for scalable online education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508558
Database: ERIC
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  Data: Prior Knowledge Interacts with the Effects of Pre-Questions and Feedback Types on Learning from Videos: Eye-Tracking and Cognitive Load Evidence
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Qian+Huangfu%22">Qian Huangfu</searchLink><br /><searchLink fieldCode="AR" term="%22Tingting+Deng%22">Tingting Deng</searchLink><br /><searchLink fieldCode="AR" term="%22Yujia+Guo%22">Yujia Guo</searchLink><br /><searchLink fieldCode="AR" term="%22Yuman+Li%22">Yuman Li</searchLink><br /><searchLink fieldCode="AR" term="%22Ruonan+Feng%22">Ruonan Feng</searchLink><br /><searchLink fieldCode="AR" term="%22Zixuan+Wang%22">Zixuan Wang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(4):1115-1139.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 25
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/bjet.70046
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  Data: 0007-1013<br />1467-8535
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  Label: Abstract
  Group: Ab
  Data: Instructional videos increasingly supplement formal education, yet the efficacy of design elements (e.g. pre-questions and feedback) remains underexplored, particularly regarding interactions with learners' prior knowledge. This study involving 352 Chinese university students employed a 2 (prior knowledge: low/high) × 4 (instructional intervention conditions: no pre-questions; pre-questions without feedback; pre-questions with simple feedback; pre-questions with elaborated feedback) experimental design, using eye-tracking to measure attention allocation (time to first fixation, dwell time, total fixation duration) and analysing cognitive load, learning efficiency, retention and transfer via two-way ANOVA. Research has indicated that intrinsic cognitive load was mostly influenced by existing knowledge and was not significantly impacted by the instructional intervention. Extraneous cognitive load and germane cognitive load showed a prior knowledge × intervention interaction: under low prior knowledge, pre-questions with elaborated feedback yielded lower extraneous load and higher germane load, whereas no pre-questions yielded higher extraneous load and lower germane load; under extensive previous knowledge, no pre-questions or simple feedback produced lower extraneous load without suppressing germane load, while elaborated feedback increased extraneous load due to redundancy. Pre-questions universally reduced time to first fixation, indicating quicker attention capture, while simple feedback increased dwell time on critical content, fostering deeper engagement. Retention was highest for low-knowledge learners using pre-questions without feedback, whereas transfer performance depended more on prior knowledge than instructional design. Findings suggest tailoring videos to learners: Novices benefit from pre-questions with simple or no feedback, while experienced learners gain equally from simpler designs without needing elaborated feedback. Pre-questions effectively guide attention, making them ideal for scalable online education.
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      – Text: English
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    Subjects:
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Questioning Techniques
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: China
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      – TitleFull: Prior Knowledge Interacts with the Effects of Pre-Questions and Feedback Types on Learning from Videos: Eye-Tracking and Cognitive Load Evidence
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