Effects of instructor presence in video modeling examples on attention and learning
Effects of instructor presence in video modeling examples on attention and learning
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DOI：
10.1016/j.chb.2017.11.038
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发表时间：
2017-12
期刊：
影响因子：
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通讯作者：
M. Wermeskerken;S. Ravensbergen;T. Gog
中科院分区：
文献类型：
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作者：
M. Wermeskerken;S. Ravensbergen;T. Gog
视频建模示例是教师解释和/或演示如何执行任务或过程的视频。这些例子在在线和混合学习环境中越来越普遍。然而，设计视频建模示例以优化学习的具体指导方针很少。一个设计方面，其中有很大的变化是明显的是，教师是否在视频中可见。教师会吸引学生的注意力，而不是注意他/她正在解释和/或演示的内容。问题是这是否会影响学习。因此，本研究调查的影响，仅仅存在的一个教练在视频的例子对注意力分配和学习。参与者（N= 54）的眼球运动被记录下来，同时他们观察了一个视频例子的概率计算，有或没有显示的教练。随后，参与者必须解决视频示例中提出的概率计算问题。结果表明，在“教师可见”的条件下，学习者在学习视频示例时约有30%的时间看着教师的脸，并且随着时间的推移，对教师的注意力没有下降。然而，在不同条件下的学习结果没有显著差异。
Video modeling examples are videos in which an instructor explains and/or demonstrates how to perform a task or procedure. These examples have become increasingly prevalent in online and blended learning environments. Yet, specific guidelines for designing video modeling examples to optimize learning are scarce. One design aspect in which much variation is evident is whether the instructor is visible in the video. The instructor will attract learners' attention, at the expense of attention to what s/he is explaining and/or demonstrating. The question is whether that would affect learning. Therefore, this study investigated the effects of the mere presence of an instructor in a video example on attention allocation and learning. Participants' (N= 54) eye movements were recorded while they observed a video example on probability calculation that did or did not show the instructor. Subsequently, participants had to solve probability calculation problems like those presented in the video example. Results showed that learners in the ‘instructor visible’ condition looked at the instructor's face about 30% of the time while studying the video example, and there was no decline in attention to the instructor over time. However, there were no significant differences in learning outcomes among conditions.