The emotional design of an instructor: body gestures do not boost the effects of facial expressions in video lectures
The emotional design of an instructor: body gestures do not boost the effects of facial expressions in video lectures
复制标题
讲师的情感设计：视频讲座中肢体动作并不能增强面部表情的效果
DOI：
10.1080/10494820.2022.2105898
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发表时间：
2022
影响因子：
5.4
通讯作者：
Xiying Li
中科院分区：
文献类型：
--
作者：
Zhongling Pi;Renjia Liu;Hongjuan Ling;Xingyu Zhang;Shuo Wang;Xiying Li
具有积极情绪的视频讲座讲师可以诱导学生产生类似的情绪，提高学生的学习动机，增加学生的注意力，从而提高他们的学习成绩。然而，关于教师的具体设计特征是否能引起这种情感的系统研究却很少。目前的研究旨在测试一致的身体姿势是否会提高教师的面部表情（快乐或无聊）对学生的情绪、动机、注意力、认知负荷和学习表现的影响。有四种情况：(1)快乐的脸没有身体手势，(2)快乐的脸伴随着快乐的身体手势，(3)无聊的脸没有身体手势，(4)无聊的脸伴随着无聊的身体手势。单因素重复方差分析表明，一致的肢体动作强化了情绪效应，强化了笑脸的注意分裂效应；当老师不做肢体动作时，老师开心的表情比老师无聊的表情更有利于学生的学习表现。我们的研究结果表明，应该鼓励教师在进行视频教学时表现出笑脸，而不是肢体动作，以提高学生的学习效果。
A video lecture instructor exhibiting positive emotion has been shown to induce similar emotions in students, improving the students’ motivation and increasing their attention, thus improving their learning performance. However, little systematic research exists on which specific design features with regards to the instructor can induce such emotions. The current study aimed to test whether congruent body gestures boost the effects of an instructor’s facial expressions (happy vs. bored) on learning from video lectures in terms of students’ emotions, motivation, attention, cognitive load, and learning performance. There were four conditions: (1) a happy face without body gestures, (2) a happy face accompanied with happy body gestures, (3) a bored face without body gestures, and (4) a bored face accompanied with bored body gestures. One-way repeated ANOVAs showed that congruent body gestures strengthened the emotional effects, and strengthened the attentional split effects of the happy face; when the instructor did not produce body gestures, her happy face facilitated students’ learning performance compared to the bored face. Our findings suggest that instructors should be encouraged to exhibit a happy face without body gestures when giving video lectures to increase students’ learning.
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DOI：
10.1007/s40593-021-00238-2
发表时间：
2021-01-20
影响因子：
4.9
作者：
Lawson, Alyssa P.;Mayer, Richard E.;Cheng, Justin
通讯作者：
Cheng, Justin
DOI：
10.1007/s11423-021-10057-w
发表时间：
2021
期刊：
Educational technology research and development : ETR & D
影响因子：
--
作者：
Lawson AP;Mayer RE;Adamo-Villani N;Benes B;Lei X;Cheng J
通讯作者：
Cheng J
影响因子：
9.9
作者：
Horovitz, Tal;Mayer, Richard E.
通讯作者：
Mayer, Richard E.
DOI：
10.1016/0005-7916(94)90063-9
发表时间：
1994-03-01
影响因子：
1.8
作者：
BRADLEY, MM;LANG, PJ
通讯作者：
LANG, PJ