Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures

The study tested achievement motivation as a moderator of the relationship between pre-interpolated questions and learning from video lectures. Participants were 63 university students who were selected from a group of 123 volunteers, based on having high (n = 31) or low (n = 32) scores on the Achievement Motivation Scale. The students in each group were randomly assigned to view an instructional video with or without interpolated pre-questions....