Instructor Presence in Video Lectures: The Role of Dynamic Drawings, Eye Contact, and Instructor Visibility
Instructor Presence in Video Lectures: The Role of Dynamic Drawings, Eye Contact, and Instructor Visibility
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DOI：
10.1037/edu0000325
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发表时间：
2019-10-01
影响因子：
4.9
通讯作者：
Mayer, Richard E.
中科院分区：
文献类型：
--
作者：
Fiorella, Logan;Stull, Andrew T.;Mayer, Richard E.
本研究测试了从视频讲座中学习的3个教师存在特征：动态绘图，与相机的目光接触和教师可见性。在两个实验中，大学生观看了一个关于人类肾脏的视频讲座，其中包括一系列的图纸和讲师的口头解释，然后进行了一个书面的后测，评估保留和转移。在实验1中，学生们观看了一个教训，包括一个口头解释与静态协调，已经制作的图纸（静态图纸组）或与图纸动态创建的教师（动态图纸组），都没有教师可见。在支持动态图纸的假设，t检验表明，动态图纸组显着优于静态图纸组的后测（d = 0.54）。在实验2中，学生观看了2个新版本的肾脏课程，其中教师在屏幕上可见，并且没有提供与摄像机的眼神接触（传统白板组）或提供眼神接触（透明白板组）。为了支持社会代理假说，t检验表明透明白板组在后测中的表现显著优于传统白板组（d = .54）。最后，与教师可见性假设一致，动态绘图组和透明白板组的分析比较表明，后测表现没有显着差异。总的来说，这些研究结果表明，从视频讲座的学习是增强了特定的教师存在的功能，如教师动态绘图和教师的目光接触，而不仅仅是有教师在屏幕上可见。
This study tested 3 instructor presence features in learning from video lectures: dynamic drawings, eye contact with the camera, and instructor visibility. In 2 experiments, college students watched a video lecture about the human kidney, which consisted of a series of drawings and a spoken explanation from the instructor, and then took a written posttest assessing retention and transfer. In Experiment 1, students viewed a lesson consisting of a spoken explanation coordinated with static, already-produced drawings (static drawings group) or with drawings dynamically created by the instructor (dynamic drawings group), both without the instructor visible. In support of the dynamic drawings hypothesis, a t test indicated the dynamic drawings group significantly outperformed the static drawings group on the posttest (d = .54). In Experiment 2, students viewed 2 new versions of the kidney lesson, in which the instructor was visible on the screen and either did not provide eye contact with the camera (conventional whiteboard group) or did provide eye contact (transparent whiteboard group). In support of the social agency hypothesis, a t test indicated the transparent whiteboard group significantly outperformed the conventional whiteboard group on the posttest (d = .54). Finally, consistent with the instructor visibility hypothesis, analyses comparing the dynamic drawings group and the transparent whiteboard group indicated no significant differences in posttest performance. Overall, these findings suggest that learning from video lectures is enhanced by specific instructor presence features, such as instructor dynamic drawing and instructor eye contact, rather than by merely having the instructor visible on the screen.