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Keeping pace with the mind: Learner-regulated playback is associated with lower mind-wandering during lecture viewing
Minjie Liang1, Jiahui Shi1, Karl Schweizer2
1Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China.
The British Journal of Educational Psychology
|July 4, 2026
Summary
Allowing students to control video lecture playback speed reduces mind-wandering and maintains learning performance. Individual characteristics like working memory and motivation influenced learning differently based on playback control.
Area of Science:
- Educational Psychology
- Cognitive Science
- Human-Computer Interaction
Background:
- Mind-wandering during video lectures is a significant challenge for sustained attention and learning.
- Preset playback speeds impact attention and performance, but the effect of learner-controlled speed is less understood.
Purpose of the Study:
- To investigate the association between learner-regulated video playback speed and mind-wandering.
- To determine if individual cognitive and non-cognitive characteristics moderate this association.
Main Methods:
- Two studies with university students (N=196) randomly assigned to self-paced or fixed-speed video lecture playback.
- Mind-wandering measured via thought probes; learning performance and individual characteristics assessed.
Main Results:
- Self-paced playback significantly reduced mind-wandering compared to fixed-speed, with similar learning outcomes.
- In self-paced conditions, intentional mind-wandering negatively predicted performance.
- Working memory and motivation predicted performance in fixed-speed, but not self-paced, conditions.
Conclusions:
- Learner-controlled playback speed can enhance sustained attention during video lectures.
- The interplay between attention, individual differences, and learning performance varies with playback control conditions.
- Findings inform strategies for optimizing engagement and learning in digital educational environments.
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