Think back to the first semester of college.
Many students arrive confident in the study habits that helped them succeed in high school, only to discover that university coursework demands something entirely different. Lectures move faster. Reading loads expand. Exams often require a deeper understanding rather than simple memorization.
For many students, the solution is not simply putting forth more effort. The real shift comes from understanding how learning works and turning that knowledge into practical study strategies.
At NC State, that realization helped inspire the creation of the Study Smart video series, a collection of short, research-based videos designed to help students build stronger study habits through metacognitive learning strategies.
Developed through a collaboration between faculty and NC State’s Digital Education and Learning Technology Applications (DELTA), the series features undergraduate students sharing practical strategies that help viewers reflect on how they learn and apply new approaches to studying.
How Teaching Insights Sparked the Study Smart Project
The idea for Study Smart emerged from conversations among faculty who were independently exploring how metacognition could support student success.
Melissa Ramirez and Jason Flores first noticed a pattern in the Wicked Problems, Wolfpack Solutions course: a large majority of incoming students said they wanted to improve their study skills.
At the same time, Flores was teaching metacognitive learning strategies, while Maria Gallardo-Williams was seeing similar themes emerge through the university’s Quality Enhancement Plan work in the Office of Faculty Excellence.
As the three compared notes, it became clear that students across campus were asking for the same kind of support.
Together with campus partners, they proposed a simple idea: create a video series that could introduce students across the university to research-supported study strategies.
Through a DELTA Exploratory Grant, that idea became a collaborative project involving faculty, instructional designers and media specialists working alongside undergraduate students.
“Working with DELTA on this project has been such a delight. As busy faculty, we often have great ideas but not always the expertise — or the time — to bring them fully to life. DELTA makes that possible. Their team brings incredible expertise and a true spirit of collaboration that helps turn ideas into something real. If you ever have the opportunity to work with DELTA, take it — it will almost certainly be one of the most productive and enjoyable collaborations you’ll have,” said Ramirez.
Understanding Metacognition
At the center of the Study Smart series is metacognition, often described as “thinking about thinking.”
Metacognition refers to both awareness of one’s learning processes and the ability to regulate them. Students who practice metacognitive strategies are better able to plan how they approach a task, monitor their processes and adjust their study methods when something is not working.
Researchers generally describe metacognition as having two components: metacognitive knowledge and metacognitive processes.
Metacognitive knowledge refers to what learners understand about their own learning, which often includes what they know about a subject, the goals they are trying to achieve and the strategies that may help them succeed.
Metacognitive processes (often referred to as cognitive self-regulation) refer to how learners actively manage their thinking. This may involve planning how to approach a task, monitoring progress and evaluating whether a strategy is effective.
When students develop these skills, they become more intentional learners. They can recognize ineffective study habits, experiment with new approaches and build greater confidence in their academic abilities.
Designing Videos Students Would Actually Watch
From the beginning, the team wanted videos that were easy to digest and felt authentic to students.
Rather than immediately moving into production, the project began with surveys, a pilot video and a focus group of NC State students. Their feedback helped shape everything from the video topics to the tone and style of the final series.
Students said they preferred peer presenters speaking directly to the camera in a conversational tone, but they also wanted credible, research-based explanations for why certain strategies work.
That feedback influenced both the content and the production approach.
Each video was designed to be five minutes or less and could be used individually or as part of a 15-video series that instructors would be able to integrate into their courses.
The final videos combined student voices with research-supported strategies and practical examples that students can apply immediately.
What the Research Found
Designing for student engagement was always a central goal, and early results suggest that students responded to the approach. When asked which aspects of the videos worked best, students most often pointed to the short, focused format and the use of personal stories and examples (the same elements the focus group identified at the outset of the design process).
More than three-quarters of students said the peer presenters felt relatable and authentic, and that their examples helped make the content stick.
Survey data also showed shifts in how students approached their studying. Students who watched Study Smart videos reported stronger study behaviors across several areas, including self-testing, active learning strategies, planning and reflecting on exam performance.
Even light exposure appeared to make a difference. Students who watched just one to three videos showed roughly a 10-point increase in composite study behavior scores compared with students who watched none.
Notably, this light-exposure group represented nearly one-third of participants, making it the most common engagement pattern.
Larger gains emerged with sustained engagement. Students who watched more of the series demonstrated greater growth in metacognitive awareness.
By the end of the semester, those who viewed at least a few videos also reported higher confidence in their study skills and greater satisfaction with how effectively their studying supported their learning.
Across measures of study behaviors, awareness and confidence, the results pointed in the same direction: students who engaged with the Study Smart series were more likely to reflect on how they learn, have more confidence in their study skills and express greater satisfaction with how effectively their studying paid off.
A Flexible Resource for Instructors
The Study Smart series covers topics such as time management, note-taking, test preparation, managing cognitive load, using feedback effectively and developing a growth mindset.
Because the videos are short and modular, instructors can assign individual videos that align with specific course needs or incorporate the full series throughout the semester.
Faculty can access the full series online, along with supporting materials designed to make implementation simple. The Study Smart resource page includes short instructional videos, a faculty guide, discussion prompts and a Moodle course template that allows instructors to quickly add the materials to their courses.
Instructors who would like additional support integrating the videos into their teaching can also request an instructional consultation from the DELTA team.
As more instructors adopt the series and more students engage with the strategies, the potential impact extends beyond a single course or semester. By helping students understand how learning works and how to adapt their study habits, Study Smart has the potential to shape stronger learning behaviors across the university and support student success throughout their academic careers.
The DELTA Team
- Téa Blumer: Project Lead, Multimedia Design
- Todd Buker: Media Lead, Instructional Media Producer
- Paul Couture: Research Specialist
- Caitlin McKeown: Instructional Design Lead
- Ying-Hsiu Liu: Instructional Designer
- Sarah Jones: Student Designer
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