Zhang Yuyang, Yang Jing
Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou 510420, China.
School of International Studies, Zhejiang University, Hangzhou 310058, China.
Brain Sci. 2022 Jul 19;12(7):946. doi: 10.3390/brainsci12070946.
The instructor's presence on the screen has become a popular feature in the video lectures of online learning and has drawn increasing research interest. Studies on the instructor presence effect of video lectures mainly focused on the features of the instructor, and few have taken learners' differences, such as gender, into consideration. The current study examined whether male and female learners differed in their learning performance and eye movement features when learning video lectures with and without the instructor's presence. All participants (N = 64) were asked to watch three different types of video lectures: audio-video without instructor presence (AV), picture-video with instructor presence (PV), and video-video with instructor presence (VV). They watched nine videos, three of each condition, and completed a reading comprehension test after each video. Their eye movement data were simultaneously collected when they watched these videos. Results showed that learners gained better outcomes after watching the videos with a talking instructor (VV) than those with the instructor's picture (PV) or without the instructor (AV). This finding suggests that the dynamic presence of the instructor in video lectures could enhance learning through increased social presence and agency. Gender differences were found in their attention allocation, but not behavioral learning performance. When watching the videos with a talking instructor (VV), female learners dwelt longer on the instructor, while males transited more between the instructor and the text. Our results highlight the value of instructor presence in video lectures and call for more comprehensive explorations of gender differences in online learning outcomes and attention distribution.
教师出现在屏幕上已成为在线学习视频讲座中的一个流行特点，并引发了越来越多的研究兴趣。关于视频讲座中教师在场效应的研究主要集中在教师的特征上，很少有人考虑学习者的差异，如性别。本研究考察了在有教师和没有教师在场的情况下学习视频讲座时，男女学习者在学习表现和眼动特征上是否存在差异。所有参与者（N = 64）被要求观看三种不同类型的视频讲座：无教师在场的视听讲座（AV）、有教师在场的图文讲座（PV）和有教师在场的视频讲座（VV）。他们观看九个视频，每种情况三个，并在每个视频后完成阅读理解测试。在他们观看这些视频时，同时收集他们的眼动数据。结果表明，与观看有教师图片的讲座（PV）或无教师的讲座（AV）相比，学习者在观看有教师讲解的讲座（VV）后取得了更好的成绩。这一发现表明，视频讲座中教师的动态呈现可以通过增强社会存在感和能动性来提高学习效果。在注意力分配上发现了性别差异，但在行为学习表现上没有发现。在观看有教师讲解的讲座（VV）时，女性学习者在教师身上停留的时间更长，而男性学习者在教师和文本之间的转换更多。我们的结果凸显了视频讲座中教师在场的价值，并呼吁对在线学习成果和注意力分配中的性别差异进行更全面的探索。
