Fullwood Chris, Doherty-Sneddon Gwyneth
Psychology Division, University of Wolverhampton, West Midlands, WV1 1SB, UK.
Appl Ergon. 2006 Mar;37(2):167-75. doi: 10.1016/j.apergo.2005.05.003. Epub 2005 Aug 2.
The impact of looking into the camera during a presentation over a video link (resulting in the perception of mutual gaze) on information recall was investigated. In a face-to-face context mutual gaze has been shown to facilitate the encoding and subsequent recall of information [Fry, R., Smith, G.F., 1975. The effects of feedback and eye contact on performance of a digit-coding task. J. Soc. Psychol. 96, 145-146; Otteson, J.D., Otteson, C.R., 1980. Effect of teacher's gaze on children's story recall. Percept. Motor Skill. 50, 35-42; Sherwood, J.V., 1988. Facilitative effects of gaze upon learning. Percept. Motor Skill. 64 (3 Part 2), 1275-1278]. One explanation for these findings is that gaze acts as an arousal stimulus, which increases attentional focus and therefore enhances memory [Kelley, D.H., Gorham, J., 1988. Effects of immediacy on recall of information. Commun. Edu. 37(3), 198-207]. Two studies were conducted in order to test whether gazing at the camera during video-mediated presentations resulted in similar benefits as mutual gaze in a face-to-face context. In study 1 a confederate presented information about two fictitious soap products. In one condition, the confederate gazed at the camera for 30% of the presentation, therefore giving the participants the impression that he was gazing in their direction. In the other condition the confederate did not gaze at the camera. Participants viewed the sales presentations from both conditions. In the condition where gaze was directed at the camera, participants recalled significantly more information about the sales presentation. Study 2 employed the same pre-recorded sales presentations used in study 1, however they were delivered to the participants under audio-only conditions (therefore, the image was switched off). Results from study 2 indicated no recall differences between the two conditions. Findings from these studies would seem to indicate that the perception of gaze aversion over a video link (a consequence of the salesman not looking into the camera) has a negative impact on information recall. This has practical implications for video-mediated presentations. In a distance learning environment lecturers could be advised to look into the camera in order to promote more efficient learning in students.
研究了通过视频链接进行演示时看向镜头（从而产生相互注视的感觉）对信息回忆的影响。在面对面的情境中，相互注视已被证明有助于信息的编码和后续回忆[弗莱，R.，史密斯，G.F.，1975年。反馈和眼神接触对数字编码任务表现的影响。《社会心理学杂志》96，145 - 146；奥泰森，J.D.，奥泰森，C.R.，1980年。教师注视对儿童故事回忆的影响。《感知与运动技能》50，35 - 42；舍伍德，J.V.，1988年。注视对学习的促进作用。《感知与运动技能》64（第3部分第2节），1275 - 1278]。对这些发现的一种解释是，注视起到了唤醒刺激的作用，它增加了注意力焦点，从而增强了记忆[凯利，D.H.，戈尔曼，J.，1988年。即时性对信息回忆的影响。《传播教育》37(3)，198 - 207]。进行了两项研究，以测试在视频介导的演示过程中注视镜头是否会产生与面对面情境中相互注视类似的益处。在研究1中，一名同谋介绍了两种虚构肥皂产品的信息。在一种情况下，同谋在30%的演示过程中注视镜头，因此给参与者一种他在看向他们方向的印象。在另一种情况下，同谋不注视镜头。参与者观看了两种情况下的销售演示。在注视指向镜头的情况下，参与者回忆起的关于销售演示的信息显著更多。研究2采用了与研究1相同的预先录制的销售演示，但在仅音频条件下向参与者播放（因此，图像关闭）。研究2的结果表明两种情况之间在回忆方面没有差异。这些研究的结果似乎表明，通过视频链接产生回避注视的感觉（销售人员不看向镜头的结果）对信息回忆有负面影响。这对视频介导的演示具有实际意义。在远程学习环境中，可以建议讲师看向镜头，以促进学生更高效地学习。
