The positivity principle: do positive instructors improve learning from video lectures?
The positivity principle: do positive instructors improve learning from video lectures?
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DOI：
10.1007/s11423-021-10057-w
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Cheng J
中科院分区：
文献类型：
--
作者：
Lawson AP;Mayer RE;Adamo-Villani N;Benes B;Lei X;Cheng J
积极原则认为，人们从表现出积极情绪而不是消极情绪的教练那里学得更好。在两个实验中，学生们观看了一段关于统计学主题的视频短片，讲师在讲课时站在一系列幻灯片旁边，然后他们参加了即时测试(实验1)或延迟测试(实验2)。在受试者之间的设计中，学生们看到一位讲师在授课时使用她的声音、肢体动作、手势、面部表情和眼睛凝视来表现四种情绪之一：高兴(积极/积极)、内容(积极/被动)、沮丧(消极/积极)或无聊(消极/被动)。首先，学习者能够识别教师在教学视频讲座中的情绪基调，特别是通过更强烈地评价积极的教师表现出积极的情绪，将消极的教师评为表现出消极的情绪(在实验1和实验2中)。第二，关于在学习过程中建立社交联系，学习者认为积极的教师比消极的教师更有可能促进学习，更可信，更有吸引力(在实验1和实验2中)。第三，关于学习过程中的认知投入，学习者报告说，在学习过程中，积极的教师比消极的教师更关注学习(在实验1和2中)。最后，在学习结果方面，在延迟后测(实验2)而不是立即后测(实验1)上，有积极指导的学习者得分高于有消极指导的学习者。总体而言，有证据表明积极原则和电子学习的认知-情感模式是由此产生的。
The positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived.
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