Theses and Dissertations Collection

To investigate relationships between video playback speed, interruptions, and learning performance, taking into account the possible influence of media multitasking behavior, we implemented a 2 x 2 between-subjects factorial design with two video playback speed levels (1.0x vs. 1.5x) and two interruption levels (absent vs. present). Participants were randomly assigned to one of four video conditions: 1.0x speed/no interruption, 1.0x speed/interruption, 1.5x speed/no interruption, or 1.5x speed/interruption. Media multitasking was quantified using the Media Use Questionnaire/Media Multitasking Index. Learning was measured by examining recognition, elaboration, and confidence judgments. Results indicate speed-watching video does not interfere with learning, saves time, and may increase focus. Greater attention to faster video speeds may explain bolstered resistance to interruptions on recognition performance. Interruptions had a significant negative impact on elaboration. Faster video speeds resulted in lowered confidence, except when interruptions were present.