Mind mapping and real-time commenting to support university students’ self-regulated learning in video creation

- Fang, Xueqing (orcid.org/0009-0007-1820-8159), Zhang, Ling (orcid.org/0009-0008-1651-0861), Xia, Qi (orcid.org/0000-0003-0538-7665), Weng, Xiaojing (orcid.org/0000-0003-2248-5312) and Chiu, Thomas K.F. (orcid.org/0000-0003-2887-5477) (2026) Mind mapping and real-time commenting to support university students’ self-regulated learning in video creation Information Technologies and Learning Tools, 3 (113). pp. 157-175. ISSN 2076-8184

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Abstract

Video creation offers students opportunities for active and authentic learning while enabling them to acquire knowledge and 21st-century skills across various disciplines. In the AI-driven era of higher education, video creation could become one of the most effective pedagogical approaches. Self-regulated learning (SRL) is a key higher-order skill for 21st-century learners, that enables them to adapt as lifelong learners in dynamic environments. Students’ video creation is an active learning activity that requires SRL, as students need to manage the processes of goal setting, planning, and managing their projects. However, these SRL processes do not occur naturally or easily. Therefore, we need to intentionally design learning environments and teaching practices to enhance students’ SRL. Two potential scaffolding approaches that can support students’ SRL in the video creation learning process are mind mapping and real-time commenting. This study investigated the effects of these two approaches on seven key aspects of SRL in video creation activities: goal setting, planning, self-monitoring, evaluation, reflection, self-efficacy, and effort. We carried out an eight-week intervention study involving 140 Chinese university students and employed a 2 × 2 between-subjects factorial design with four intervention groups. Our analysis revealed that: (i) mind mapping significantly enhanced five aspects of students’ SRL: goal setting, planning, self-monitoring, reflection, and self-efficacy; (ii) real-time commenting significantly improved two aspects of students’ SRL: evaluation and reflection; and (iii) neither mind mapping nor real-time commenting significantly enhanced students’ effort. The results highlight the effectiveness of mind mapping and real-time commenting in supporting different phases of students’ SRL in video-based learning, with practical implications that include the potential use of generative AI tools in multimedia learning contexts to enrich instructional practices.

Item Type:	Article
Keywords:	student-created videos; mind mapping; real-time commenting; multimodal learning; self-regulated learning
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	04 Sep 2026 09:18
Last Modified:	04 Sep 2026 09:18
URI:	https://lib.iitta.gov.ua/id/eprint/750236

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