Reducing the split-attention effect of subtitles during video learning: Might the use of occasional keywords be an effective solution?

Learning via videos presents many positive aspects (e.g., animation, multi-modality) but also has some constraints. For example, when subtitles are provided, a split-attention effect could occur between the oral narration, written text, and visual illustration. The presentation of only a few written keywords instead of subtitles may be a good solution in terms of how to guide learners into their information selection process. In the current study, 96 participants were distributed among four experimental conditions. They were shown a 12-minutes video with or without subtitles, and with or without highlighted information (i.e., keywords). The results showed no effect of subtitles, but keywords had a negative impact on content memorization, comprehension, and on the time allocated to learning. The results are discussed in terms of metacognition and learners’ strategies. It is then hypothesized that learners did not use keywords as relevant scaffolds. Instead of being guided into the selection process, learners may have considered that the keywords replaced it, and overestimated their learning.