作者机构：
[Hu, Weiping; Pi, Zhongling] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, MOE Key Lab Modern Teaching Technol, Xian 710062, Peoples R China.;[Yang, Jiumin; Chen, Minnan] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Yang, Jiumin; Zhu, Fangfang] Cent China Normal Univ, Natl Engn Res Ctr & Elearning, Wuhan, Peoples R China.;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yang, Jiumin] C;[Hu, Weiping] S;Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, MOE Key Lab Modern Teaching Technol, Xian 710062, Peoples R China.;Cent China Normal Univ, Wuhan 430079, Hubei, Peoples R China.
关键词：
Video lectures;eye gaze;facial expression;eye tracking technology;e-learning
作者机构：
[Pi, Zhongling; Hu, Weiping] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Ctr Teacher Profess Abil Dev, Minist Educ, Xian, Shaanxi, Peoples R China;[Yang, Jiumin] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China;[Yang, Jiumin] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China;[Hong, Jianzhong] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Sch Psychol, Minist Educ, Wuhan, Hubei, Peoples R China
通讯机构：
[Hu, Weiping] S;[Hu, Weiping] B;[Hong, Jianzhong] C;Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Ctr Teacher Profess Abil Dev, Minist Educ, Xian, Shaanxi, Peoples R China. Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China. Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Sch Psychol, Minist Educ, Wuhan, Hubei, Peoples R China.
关键词：
Creativity;electronic brainstorming;openness;attention to peers' ideas;eye tracking
摘要：
An emerging body of research has focused on students’ creativity in group contexts, with the assumption that students could be inspired by peers’ ideas. Although students’ openness and attention to peers’ ideas are claimed to play important roles in their creativity in group settings, there is little empirical research that tests this assumption. This study examined the moderating effect of attention to peers’ ideas in the relation between openness and creativity in electronic brainstorming. Participants were 91 undergraduate students who took about 10 min to complete a creative idea generation task during electronic brainstorming. Regression analyses found that students who were characterized by high openness were more creative, but only when they showed more attention to peers’ ideas. This suggests that electronic brainstorming can be useful for enhancing the creativity of some students.
期刊：
British Journal of Educational Technology,2021年52(2):659-679 ISSN：0007-1013
通讯作者：
Yang, Jiumin;Zhao, Qingbai
作者机构：
[Pi, Zhongling] Shaanxi Normal Univ SNNU, Minist Educ, Key Lab Modern Teaching Technol, Xian, Peoples R China.;[Zhang, Yi; Yang, Jiumin; Xu, Ke] Cent China Normal Univ CCNU, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Zhou, Weichen] Shaoxing Univ, Sch Teacher Educ, Shaoxing, Peoples R China.;[Chen, Yanran; Zhao, Qingbai] CCNU, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Yang, Jiumin; Zhao, Qingbai] C;Cent China Normal Univ CCNU, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;CCNU, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
video lectures;EEG oscillations;learning strategy;self‐explaining;learning by teaching
摘要：
<jats:title>Abstract</jats:title><jats:sec><jats:label /><jats:p>In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting a different set of English vocabulary words and were asked to use a different learning strategy for each set of lectures. Participants’ EEG signals were assessed while watching the videos; learning experience (self‐reported motivation and engagement) and learning performance (vocabulary recall test score) were assessed after watching the videos. Repeated measures ANOVAs showed that the self‐explaining and teaching strategies were more beneficial than the passive viewing strategy, as indicated by higher EEG theta and alpha band power, a more positive learning experience (higher motivation and engagement) and better learning performance. However, whereas the teaching strategy elicited greater neural oscillations related to working memory and attention compared to the self‐explanation strategy, the two groups did not differ on self‐reported learning experience or learning performance. Our findings are discussed in terms of potential application in courses using video lectures and in terms of their heuristic value for future research on the neural processes that differentiate learning strategies.</jats:p></jats:sec><jats:sec><jats:label /><jats:p>
<jats:boxed-text content-type="box" position="anchor"><jats:caption><jats:title>Practitioner Notes</jats:title></jats:caption><jats:p>What is already known about this topic
<jats:list list-type="bullet">
<jats:list-item><jats:p>Watching video lectures does not always result in learners actively making sense of the learning material.</jats:p></jats:list-item>
<jats:list-item><jats:p>Self‐explaining facilitates deep learning from viewing video lectures and in traditional educational settings.</jats:p></jats:list-item>
<jats:list-item><jats:p>Learning by teaching also facilitates deep learning in traditional educational settings.</jats:p></jats:list-item>
</jats:list></jats:p><jats:p>What this paper adds
<jats:list list-type="bullet">
<jats:list-item><jats:p>Learning by teaching resulted in the highest theta and alpha band power in EEG assessment while viewing video lectures.</jats:p></jats:list-item>
<jats:list-item><jats:p>Compared with passive viewing, learning by teaching enhanced students’ motivation to try to understand the material; in addition, both learning by teaching and self‐explaining enhanced the amount of mental effort students put into understanding the material.</jats:p></jats:list-item>
<jats:list-item><jats:p>Learning was increased via both self‐explaining and teaching strategies after viewing video lectures.</jats:p></jats:list-item>
</jats:list></jats:p><jats:p>Implications for practice and/or policy
<jats:list list-type="bullet">
<jats:list-item><jats:p>Learners are encouraged to generate explanations during pauses in video lectures or after viewing them, in order to increase learning.</jats:p></jats:list-item>
<jats:list-item><jats:p>Learners are also encouraged to learn by teaching, as this strategy can increase learning and also increase neural oscillations associated with memory and attention.</jats:p></jats:list-item>
</jats:list></jats:p></jats:boxed-text>
</jats:p></jats:sec>
作者机构：
[Yang, Jiumin; Xu, Ke; Pi, Zhongling] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Liu, Caixia] Cent China Normal Univ, Collaborat Innovat Ctr Informat Technol & Balance, Wuhan 430079, Hubei, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yang, Jiumin] C;Cent China Normal Univ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
<jats:title>Abstract</jats:title><jats:p>An instructor's gestures have an effect not only on students' learning but also on teaching itself. In two experiments, this study tested whether instructors' use of gestures while recording video lectures affected their teaching performance, stress, and cognitive load. In Experiment 1, participants recorded video lectures with gestures or without gestures. As hypothesized, <jats:italic>t</jats:italic> tests showed that participants in the gestures condition had better teaching performance and lower cognitive load than participants in the no‐gestures condition, whereas there was no effect on stress level. In Experiment 2, participants recorded video lectures with either pointing gestures or representational gestures. The <jats:italic>t</jats:italic> tests indicated that participants in the pointing gestures condition showed better teaching performance and experienced lower stress than those in the representational gestures condition, but there was no difference in cognitive load. Overall, our findings suggest that in the new educational environment of video lectures, instructors should consider using gestures, especially pointing gestures, to improve their teaching and their experience of teaching.</jats:p>
作者机构：
[Zhongling Pi] Key Laboratory of Modern Teaching Technology (Ministry of Education), Center for Teacher Professional Ability Development Center, Shaanxi Normal University, Xi’an, China;[Jiumin Yang; Yabo Zhang] School of Educational Information Technology, Central China Normal University, Wuhan, China;[Aiping Qian] High School of Hunan, Zhuzhou, China
通讯机构：
[Jiumin Yang] S;School of Educational Information Technology, Central China Normal University, Wuhan, China
摘要：
<jats:p> Massive open online courses are one of the most prominent trends in higher education in recent years. Instructional videos play a significant role in the massive open online courses platform. This study tested the impact of sending danmaku related to video content versus sending danmaku not related to video content versus not sending danmaku in instructional video. We assessed students’ achievement, learning satisfaction, social presence, and cognitive load. Adopting a quasi-experimental design, we collected data from 137 participants. Result revealed that the danmaku related to video content improved social presence, learning satisfaction, and learning achievement but created more cognitive load. </jats:p>
