[1]王红艳,胡卫平,皮忠玲,等.教师行为对教学视频学习效果影响的眼动研究[J].远程教育杂志,2018,(05):103-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.05.013]
 Wang Hongyan,Hu Weiping,Pi Zhongling,et al.Effects of the Instructor’s Behaviors on Learning Performance in Teaching Video Lectures based on Eye Tracking[J].Distance Education Journal,2018,(05):103-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.05.013]
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教师行为对教学视频学习效果影响的眼动研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年05期
页码:
103-112
栏目:
学术视点
出版日期:
2018-09-28

文章信息/Info

Title:
Effects of the Instructor’s Behaviors on Learning Performance in Teaching Video Lectures based on Eye Tracking
作者:
王红艳;胡卫平;皮忠玲;葛文双;徐益龙;范笑天;梁燕玲
1.陕西师范大学 现代教学技术教育部重点实验室,陕西西安 710062;2.北京师范大学 中国基础教育质量监测协同创新中心,北京 100875;3.渭南师范学院 教育科学学院,陕西渭南 714000
Author(s):
Wang Hongyan; Hu Weiping; Pi Zhongling; Ge Wenshuang1Xu Yilong; Fan Xiaotian; Liang Yanling
1.Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi’an Shaanxi 710062;2. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875;3.School of Education Science, Wei nan Normal University, Wei nan Shannxi 714000
关键词:
教学视频教师引导行为认知负荷社会存在感眼动追踪
Keywords:
Video Lecture Instructor’s Guidance Behavior Cognitive Load Social Presence Eye Tracking
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.05.013
文献标志码:
A
摘要:
视频教学已成为当前在线教学传播的重要形式,而有关视频教学的研究更多集中于视频课程本身的特点,鲜少关注视频教学中教师主体问题的研究。教师作为教学活动的主体,其行为表现会影响学习者的学习效果。研究以眼动追踪技术为支持,深入探究了教师目光引导与姿势引导在陈述性知识和程序性知识的教学视频的学习过程中,对学习者的注意力、认知负荷、社会存在感和学习成绩四个方面是否存在影响。结果表明,教师两种引导行为对学习者视频学习的注意力分配具有显著影响,进而影响了学习者视频学习过程中的认知负荷、社会存在感和学习成绩。具体而言,相对于无引导行为,教师引导行为能有效的引导学习者将更多的注意力分配在学习内容展示区域,并有效减少了学习者在学习内容与教师形象两个不同兴趣区中的眼跳次数。另外,教师引导行为降低了每种知识类型学习的认知负荷,提升了每种知识类型的社会存在感,提高了程序性知识的学习成绩。因此,为更有效地提升学生在线学习效果,未来开发视频教学资源,应添加教师引导行为。
Abstract:
Video lecture has become an important form of online learning. As the subject controllingteaching activities, instructor’s intrinsic characteristics and behavior affected learning effect.But the research mostly focused on the characteristic of the video lecture, specific-guidelines for designing instructor’s behavior to optimize learning were scarce.The study used the eye movement device, designed three kinds of video lectures in two types of knowledge. Knowledge types have declarative and procedural; Video kinds were one without any guide behavior, one with the instructor’s gaze-guide behavior and one with the instructor’s gaze-and-point guide behavior.The study explored whether the instructor’s guidance behavior were affected the visual attention allocation, learning performance, cognitive load and so on, both in declarative video lectures and procedural knowledge video lectures. The results showed that the instructor’s guidance behavior not only affected the visual attention allocation, but also played a positive role in the cognitive load, social presence, and learning outcome of video learning processing. Specifically speaking, the student who watched the video with instructor’s guidance behavior spent more time looking to the area of the content of the corresponding speech, and switched less their visual attention between the area of the content of the corresponding speech and the area of instructor than those who watched the video lecture without the instructor’s guidance behavior. Furthermore, the instructor’s guidance behavior improved student’s learning satisfaction, reduced student’s cognitive load in declarative and procedural knowledge, and improved learning performance in procedural knowledge than un-guide behavior. In order to improve the learning efficiency more effectively, instruction video should added instructor’s guidance behavior.

相似文献/References:

[1]杨辉.浙江省本科高校微课教学比赛近日举行[J].远程教育杂志,2015,(01):056.
[2]李秋菊,王志军,陈 丽.xMOOCs中的教学视频设计要点:基于案例的视频分析研究[J].远程教育杂志,2014,(06):095.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.012]
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备注/Memo

备注/Memo:
项目基金:文本受国家自然科学基金资助项目“情绪影响创造性认知过程的神经机制研究”(课题编号:31470977);中国博士后科学基金面上资助项目“互动影响团队创造性认知过程的神经机制及干预研究”(课题编号:2018M631118);渭南师范学院教师科学研究重点项目“协同创新视角下师范生教学技能深度学习构建研究”(课题编号:2016JYKX005);陕西师范大学中央高校科研业务费专项项目“STEM+与创客融合的设计思维能力培养”(课题编号:18SZYB12)及陕西省高效一流专业建设渭南师范学院教育技术学的研究
更新日期/Last Update: 1900-01-01