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Is Self-Explanation Better than Explaining to a Fictitious Student When Learning from Video Lectures?
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Pi, Zhongling; Zhang, Yi; Shi, Dongyuan; Guo, Xin; Yang, Jiumin – British Journal of Educational Technology, 2022
Generating written explanations is a popular learning strategy in an online learning environment. Students can explain to themselves (ie, self-explanations) or a peer-student (ie, instructional explanations). However, for improving learning from video lectures, it is unclear whether writing self-explanations is more beneficial than writing…
Descriptors: Learning Strategies, Metacognition, Video Technology, Lecture Method
Does an Instructor's Positive Emotion Facilitate Learning from Video Lectures across Different Levels of Content Difficulty?
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Chen, Hui; Zhang, Yi; Yang, Wendie; Yu, Qiuchen; Yang, Jiumin – Educational Psychology, 2023
The study investigated the effect of an instructor's positive (vs. neutral) emotions in video lectures on student learning using either easy or difficult geography topics (i.e. easy: the Earth within the universe; difficult: understanding time and date calculations of Earth). The results showed that, first, students responded more positively…
Descriptors: Psychological Patterns, Video Technology, Lecture Method, Geography
Modulation of Instructor's Eye Gaze by Facial Expression in Video Lectures
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Pi, Zhongling; Chen, Minnan; Zhu, Fangfang; Yang, Jiumin; Hu, Weiping – Innovations in Education and Teaching International, 2022
This study tested the interaction effect of the instructor's eye gaze (direct gaze vs. averted gaze) and facial expression (happy face vs. neutral face) on students' attention and learning performance in slide-based video lectures. University students (N = 120) participated in the experiment in a laboratory setting. The results of ANOVAs showed…
Descriptors: College Faculty, College Students, Eye Movements, Nonverbal Communication
The Mutual Influence of an Instructor's Eye Gaze and Facial Expression in Video Lectures
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Pi, Zhongling; Zhang, Yi; Zhu, Fangfang; Chen, Louqi; Guo, Xin; Yang, Jiumin – Interactive Learning Environments, 2023
This study tested the mutual effects of the instructor's eye gaze and facial expression on students' eye movements (i.e. first fixation time to the slides, percentage dwell time on the slides, and percentage dwell time on the instructor), parasocial interaction, and learning performance in pre-recorded video lectures. Students (N = 118…
Descriptors: Teacher Influence, Teacher Behavior, Eye Movements, Human Body
A Familiar Peer Improves Students' Behavior Patterns, Attention, and Performance When Learning from Video Lectures
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Pi, Zhongling; Zhang, Yi; Yu, Qiuchen; Yang, Jiumin – International Journal of Educational Technology in Higher Education, 2023
Synchronous online learning via technology has become a major trend in institutions of higher education, allowing students to learn from video lectures alongside their peers online. However, relatively little research has focused on the influence of these peers on students' learning during video lectures and even less on the effect of peer…
Descriptors: Students, Student Behavior, Behavior Patterns, Attention
Effects of the Instructor's Pointing Gestures on Learning Performance in Video Lectures
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Pi, Zhongling; Hong, Jianzhong; Yang, Jiumin – British Journal of Educational Technology, 2017
Recent research on video lectures has indicated that the instructor's pointing gestures facilitate learning performance. This study examined whether the instructor's pointing gestures were superior to nonhuman cues in enhancing video lectures learning, and second, if there was a positive effect, what the underlying mechanisms of the effect might…
Descriptors: Foreign Countries, Undergraduate Students, Teacher Behavior, Nonverbal Communication