Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures
Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures
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DOI：
10.1111/bjet.13316
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发表时间：
2023-04
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影响因子：
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通讯作者：
Zhongling Pi;Xinru Zhang;Xingyu Zhang;Mingyi Gao;Xiying Li
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文献类型：
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作者：
Zhongling Pi;Xinru Zhang;Xingyu Zhang;Mingyi Gao;Xiying Li
本研究考察了学生的先验知识是否会调节其动机构成对视频学习中学习表现（即保留和转移）和互动（即人际大脑同步（IBS）和行为模式）的影响。结果证实了两个高动机学生的作文对他们的知识转移的好处。结果还表明，学生的先验知识对互动有调节作用。对于低先验知识的学生，高动机成分增加了他们在共同解释过程中颞顶叶连接-下顶叶小叶（TPJ - IPL）、颞顶叶连接-辅助运动区（TPJ - SMA）、下顶叶连接-辅助运动区（IPL - SMA）和前额叶前部-前前额叶皮层（aPFC - aPFC）区域的IBS，增强了他们的调节相关行为序列，减少了不同意相关行为序列。然而，对于高先验知识的学生来说，高动机组合降低了他们在共同观看视频讲座时的边缘上回-前额叶皮层（SMG - aPFC）的IBS，以及在共同解释、认知沟通、论证相关和调节相关的行为序列中TPJ - IPL、TPJ - SMA、IPL - SMA和SMG - aPFC的IBS，但增强了任务外相关的行为序列。我们的研究结果表明，教师应该鼓励高动机的学生共同观看视频讲座，并支持低先验知识的学生加强与调节相关的行为序列，并支持高先验知识和高动机的学生加强与认知沟通、论证和调节相关的行为序列，减少与任务相关的行为序列。实践者注意：关于这个话题，我们已经知道——观看视频讲座是一种常见的学习形式，适用于各种年龄和主题。在各种环境下（例如，面对面的课堂和在线学习），学生的动机对最佳学习至关重要。从个体的角度看，学生的先验知识调节了其学习动机对视频教学的影响。两名高动机学生的作文有利于他们的知识转移。对于低先验知识的学生，两种高动机的组成增加了TPJ - IPL、TPJ - SMA、IPL - SMA和aPFC - aPFC区域的IBS，增强了他们的调节相关行为序列，减少了他们的不同意相关行为序列。对于高先验知识的学生，两名高动机学生的组合降低了他们在多个脑区的IBS，以及他们的认知沟通、辩论相关和调节相关的行为序列，但提高了他们的任务外相关行为序列。对实践和/或政策的启示高动力的学生被鼓励观看视频讲座。教师应该对低先验知识的学生进行指导，以加强与调节相关的行为序列。教师应该培养具有高先验知识和高动机的学生，以加强认知交流、论证相关和调节相关的行为序列，减少与任务无关的行为序列。
The present study examined whether students' prior knowledge moderated the effects of their motivation compositions on learning performance (ie, retention and transfer) and interaction (ie, interpersonal brain synchronization (IBS) and behavioural pattern) in learning from video lectures. The results confirmed the benefits of the composition of two high motivation students on their knowledge transfer. The results also showed that students' prior knowledge had a moderating effect on interaction. For low prior knowledge students, high motivation composition increased their IBS in the temporoparietal junction‐inferior parietal lobule (TPJ‐IPL), temporoparietal junction‐supplementary motor area (TPJ‐SMA), inferior parietal lobule‐supplementary motor area (IPL‐SMA) and anterior prefrontal‐anterior prefrontal cortex (aPFC‐aPFC) regions during co‐explaining and enhanced their regulating‐related behavioural sequences and decreased disagree‐related behavioural sequences. However, for high prior knowledge students, a high motivation dyad composition decreased their IBS in the supramarginal gyrus‐anterior prefrontal cortex (SMG‐aPFC) while co‐viewing the video lecture, and in the TPJ‐IPL, TPJ‐SMA, IPL‐SMA and SMG‐aPFC during co‐explaining, cognitive communication, argumentation‐related and regulating‐related behavioural sequences but enhanced off‐task‐related behavioural sequences. Our findings suggest that instructors should encourage high motivation students to co‐view video lectures, and scaffold students with low prior knowledge to enhance regulating‐related behavioural sequences and scaffold students with high prior knowledge and high motivation to enhance cognitive communication, argumentation‐related and regulating‐related behavioural sequences and decrease off‐task‐related behavioural sequences.Practitioner notesWhat is already known about this topicCo‐viewing video lectures is a common form of learning across a wide range of ages and topics.Students' motivation is essential for optimal learning in various settings (eg, face‐to‐face classroom and online learning).Students' prior knowledge moderates the effects of their motivations on learning from video lectures from the individual perspective.What this paper addsThe composition of two high motivation students benefits their knowledge transfer.For low prior knowledge students, the composition of two high motivation students increased their IBS in the TPJ‐IPL, TPJ‐SMA, IPL‐SMA and aPFC‐aPFC regions, enhanced their regulating‐related behavioural sequences and decreased their disagree‐related behavioural sequences.For high prior knowledge students, the composition of two high motivation students decreased their IBS in multiple brain regions, as well as their cognitive communication, argumentation‐related and regulating‐related behavioural sequences, but enhanced their off‐task‐related behavioural sequences.Implications for practice and/or policyHigh motivation students are encouraged to co‐view video lectures.Instructors should scaffold students with low prior knowledge to enhance regulating‐related behavioural sequences.Instructors should scaffold students with high prior knowledge and high motivation to enhance cognitive communication, argumentation‐related and regulating‐related behavioural sequences and decrease off‐task‐related behavioural sequences.