ERIC Number: EJ1445443
Record Type: Journal
Publication Date: 2024-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: EISSN-1938-1328
An Eye-Tracking Study on the Effects of Displayed Teacher Enthusiasm on Students' Learning Procedural Knowledge of Chemistry in Video Lectures
Qian Huangfu; Hong Li; Yuanyuan Ban; Jiamei He
Journal of Chemical Education, v101 n2 p259-269 2024
Teacher enthusiasm is known to affect students' learning in traditional classroom environments, but it is unclear how displayed teacher enthusiasm can optimize learning of chemistry procedural knowledge in multimedia learning environments. In this context, the present study used eye-tracking technology and quantitative analysis to examine how displayed teacher enthusiasm in video lectures affects students' positive emotions, visual attention, cognitive load, and learning outcomes. Measures were collected from 128 eighth-grade middle school students. An EyeLink 1000 Plus eye-tracker was used to capture the students' eye movements. The percentage of total fixation duration, percentage of fixation count, mean pupil size, and blink rate were used as metrics to analyze the eye-gaze data. The results showed that an enthusiastic teacher positively affected students' positive emotions, reduced students' cognitive load, and made students more concentrated on the learning-content area. Additionally, the higher level of displayed teacher enthusiasm improved learners' learning outcomes.
Descriptors: Grade 8, Video Technology, Chemistry, Positive Attitudes, Student Reaction, Eye Movements, Psychological Patterns, Attention
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A