Video Self-Explanation as a Compensation Strategy for Mathematical Procedural Memory Deficits in Absence Seizures: A Neuroeducational Case Study

Students with absence seizures may experience loss of mathematical procedural memory despite adequate performance in other subjects. This case study examined Video Self-Explanation (VSE) as a compensatory strategy for a 16-year-old student with absence seizures and mathematical procedural amnesia. Conducted in a real-world tutoring context, this single-student case study spanned 12 weeks. The participant recorded narrated solution videos as homework, explaining the rationale for each procedural step. After each submission, the tutor-researcher provided feedback on procedural errors and prompted reflection and correction in subsequent videos. Quantitative analysis showed marked improvements in delayed retention, formula retrieval, and procedural accuracy. Delayed retention increased from below 10 percent at baseline to over 60 percent during the intervention, while procedural accuracy improved from about 40 percent to 85 percent. Qualitative analysis indicated growth in metacognitive activities, including self-monitoring, error detection, and justification of solution steps. VSE also appeared to reduce cognitive fragmentation associated with seizures, supporting a more continuous problem-solving process. The findings suggest that VSE is a practical, low-cost neuroeducational strategy to support procedural learning and retention in students with seizure disorders, particularly in low-resource educational settings.