Hu Xuhui, Gao Jian, Romano Daniela
School of International Education, Shantou University, China.
School of Chinese as a Second Language, Peking University, China.
Heliyon. 2024 Sep 7;10(18):e37619. doi: 10.1016/j.heliyon.2024.e37619. eCollection 2024 Sep 30.
The decline in both the quantity and quality of interaction has emerged as a notable challenge in online learning. However, the definition of interaction quality remains unclear. This study clarifies it as a decrease in the breadth of interaction, which refers to interaction that can only cover a smaller number of learners. To address this, a synchronous interaction modality, termed Multiple Online Interaction (MOI), based on Zoom's interactive tools, was introduced. In a quasi-experiment involving 58 Chinese L2 learners (with 30 beginner and 28 intermediate students), emotions were assessed using the Brief Mood Introspection Scale (BMIS) while real-time emotional dynamics were revealed through the analysis of 5129 facial expression images during a 35-min synchronous class. MOI participants reported higher levels of Lively and Happy but also experienced more Nervous and less Calm. These emotional dynamics, tracked through expression recognition technology, demonstrate that MOI's impact is primarily observed during the first Grammar & Practice section of the teaching. The empirical findings of this study provide practical insights for educators aiming to conduct effective online teaching in the future.
互动的数量和质量下降已成为在线学习中的一个显著挑战。然而，互动质量的定义仍不明确。本研究将其明确为互动广度的降低，即互动只能覆盖较少数量的学习者。为解决这一问题，引入了一种基于Zoom互动工具的同步互动模式，称为多重在线互动（MOI）。在一项涉及58名中国二语学习者（30名初学者和28名中级学生）的准实验中，使用简短情绪内省量表（BMIS）评估情绪，同时通过分析35分钟同步课堂中的5129张面部表情图像揭示实时情绪动态。MOI参与者报告称活跃度和快乐度较高，但也体验到更多紧张情绪且平静度较低。通过表情识别技术追踪到的这些情绪动态表明，MOI的影响主要在教学的第一个语法与练习部分观察到。本研究的实证结果为未来旨在开展有效在线教学的教育工作者提供了实用见解。
