Hearing without actively listening to a video mentor aids learning
The claim that hearing without actively listening to a video mentor aids learning is refuted by educational research. Multiple studies show that passive viewing or listening yields inferior educational outcomes compared to active engagement and interactive learning strategies.
The claim argues that passive listening/hearing without active engagement aids learning. The provided literature consistently points in the opposite direction: passive viewing or listening is cited as a pedagogical shortcoming or disadvantage, whereas active participation, drawing, interactive platforms, and experiential learning significantly improve learning outcomes. None of the papers support the idea that passive listening is beneficial compared to active methods. Therefore, the claim is judged as REFUTED.
David Roberts. Higher education lectures: From passive to active learning via imagery?. 2017. https://doi.org/10.1177/1469787417731198
Paper [0] demonstrates that passive learning practices in lectures are pedagogically harmful, prompting a shift toward active student engagement as co-producers of knowledge.
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Yi Zhang, Ke Xu, Yun Pan, Zhongling Pi, Jiumin Yang. The effects of segmentation design and drawing on video learning: A mediation analysis. 2023. https://doi.org/10.1177/14697874231180601
Paper [3] shows that students do not benefit from instructional video design when viewing passively, requiring active strategies like drawing to see positive learning outcomes.
M. Ansari. Experiential Learning Transforming Classroom from Passive Listening to Active Engagement. 2025. https://doi.org/10.36948/ijfmr.2025.v07i04.51734
Paper [6] highlights the necessity of transforming educational settings away from passive listening toward active engagement to foster critical thinking and academic achievement.
Mohammed Abraar, R. Dandekar, R. Dandekar, S. Panat. Beyond Passive Viewing: A Pilot Study of a Hybrid Learning Platform Augmenting Video Lectures with Conversational AI. 2026. https://doi.org/10.18653/v1/2026.teachingnlp-1.15
Paper [9] points out systematic failures in traditional video-based instruction regarding passive viewing and demonstrates that augmenting videos with interactive elements significantly improves learning performance.
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