Dissecting Mind Wandering and Learning in Educational Videos: The Role of Task-Relatedness, Metacognition, and Temporal Patterns

Background: As consequence of widespread use of video-based learning, attentional challenges like mind wandering arise. Previous research indicates that mind wandering is negatively associated with learning; however, recent research suggests it is a multifaceted phenomenon, comprising task-related and task-unrelated subtypes, each potentially holding differential implications for learning. Aims: To assess how overall, task-related, and task-unrelated mind wandering relate to learning from video using self-caught and probe-caught measures; to test impacts on confidence-weighted performance; and to examine effects of the temporal proximity of mind wandering to content. Sample: 140 adult, university-level learners. Methods: Participants viewed instructional videos while mind wandering was measured via self-caught and probe-caught reports. Outcomes included unweighted learning gains and confidence-weighted scores. Temporal analyses linked item-specific mind wandering to the timing of relevant content. Results: Contrary to expectations, neither overall mind wandering nor task-unrelated frequency predicted learning gains, regardless of method. As hypothesized, task-related showed no detrimental effect on learning gains. Exploratory analyses showed that, with confidence incorporated, task-unrelated mind wandering was associated with lower confidence-weighted learning scores. Temporally, self-reported mind wandering occurring within about 33 seconds after relevant content significantly reduced item-specific learning, with adverse effects declining substantially as time elapsed. Conclusions: These findings highlight the nuanced role of mind-wandering subtypes and the relevance of temporal proximity when analyzing mind wanderings influence on learning. The results indicate that strategic instructional design optimizing the temporal organization of critical content and fostering learner metacognitive awareness of mind wandering might be key in effectively managing attentional lapses in educational videos.