The relation between openness and creativity is moderated by attention to peers’ ideas in electronic brainstorming
作者：
Pi, Zhongling;Yang, Jiumin
（ ;Hu, Weiping
* ;Hong, Jianzhong
* 期刊：
Interactive Learning Environments ,2022年30(2):344-352 ISSN：1049-4820
通讯作者：
Hu, Weiping;Hong, Jianzhong
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.
语种：
英文
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Modulation of instructor’s eye gaze by facial expression in video lectures
作者：
Pi, Zhongling;Chen, Minnan;Zhu, Fangfang;Yang, Jiumin
* （ ;Hu, Weiping
* 期刊：
Innovations in Education and Teaching International ,2022年59(1):15-23 ISSN：1470-3297
通讯作者：
Hu, Weiping;Yang, Jiumin
（ 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
摘要：
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 that students in the conditions that included the instructor’s direct gaze paid greater attention to the instructor’s face and paid less attention to the video lecture slides. However, direct gaze predicted better learning when the instructor had a happy facial expression. Our results suggest that the effects of an instructor’s eye gaze are modulated by her facial expression in this educational context. The findings have practical implications for designing slide-based video lectures: an instructor is encouraged to look straight towards the camera with a happy expression. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
语种：
英文
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Seeing others’ messages on the screen during video lectures hinders transfer of learning
作者：
Pi, Zhongling;Tang, Manrong;Yang, Jiumin
* （ 期刊：
Interactive Learning Environments ,2022年30(10):1809-1822 ISSN：1049-4820
作者机构：
[Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, Ctr Teacher Profess Abil Dev, Xian, Peoples R China.;[Yang, Jiumin; Tang, Manrong] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
通讯机构：
[Yang, Jiumin] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.
关键词：
Video lecture;online messaging;split-attention;attention;learning performance
摘要：
This study tested whether seeing others’ typed messages while viewing video lectures affected learners’ attention and learning performance. Participants viewed one of three versions of a video lecture: (a) conventional video lecture as control; (b) video lecture with others’ programmed messages appearing onscreen when the instructor was giving demonstrations on course content; (c) video lecture with others’ programmed messages appearing onscreen when the instructor was posing questions. In Experiment 1, participants viewed video lectures without pause and could not post messages themselves. Eye tracking data revealed that although seeing others’ messages did not decrease learners’ attention to the learning content in the video, greater attention to others’ messages was associated with lower retention. Furthermore, learners who viewed the conventional video lecture showed higher transfer than those who viewed either of the video lectures that included others’ messages. In Experiment 2, participants viewed self-paced lectures and could post messages themselves. Experiment 2 duplicated the results of Experiment 1 in a realistic educational setting. Overall, these findings suggest that seeing others’ messages during a video lecture has negative effects on learners’ attention and learning. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
语种：
英文
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教学视频中教师出镜对教师的作用——基于对比实验和访谈的实证分析
期刊：
现代教育技术 ,2021年31(01):54-61 ISSN：1009-8097
作者机构：
[杨九民; 艾思佳; 喻邱晨] 华中师范大学人工智能教育学部;[皮忠玲] 陕西师范大学现代教学技术教育部重点实验室
关键词：
教学视频;教学效果;教师形象;脑电技术;应激水平
摘要：
为探究教学视频录制过程中教师出镜对教师的作用,文章以60名准教师为研究对象进行对比实验,设计了出镜与不出镜两种教学视频录制模式,并记录其脑电信号,探究其专注程度、放松程度、应激水平和教学效果的差异。研究发现:尽管相较于不出镜教师,出镜教师更紧张,但其教学效果却更好。此外,文章还访谈了10名一线教师对教学视频录制过程中教师出镜的态度和看法,发现:出镜授课对教师教学心理和教学效果具有一定的影响。文章的研究结果为教学视频的设计与开发提供了相应的证据支持和理论支撑,教师可以运用出镜授课的方式提高教学效果,未来此方式也可拓展至在线教学和教师专业发展领域。
语种：
中文
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Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures
作者：
Pi, Zhongling;Zhang, Yi
（ ;Zhou, Weichen;Xu, Ke;Chen, Yanran;...
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：
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. Practitioner Notes What is already known about this topic Watching video lectures does not always result in learners actively making sense of the learning material. Self-explaining facilitates deep learning from viewing video lectures and in traditional educational settings. Learning by teaching also facilitates deep learning in traditional educational settings. What this paper adds Learning by teaching resulted in the highest theta and alpha band power in EEG assessment while viewing video lectures. 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. Learning was increased via both self-explaining and teaching strategies after viewing video lectures. Implications for practice and/or policy Learners are encouraged to generate explanations during pauses in video lectures or after viewing them, in order to increase learning. Learners are also encouraged to learn by teaching, as this strategy can increase learning and also increase neural oscillations associated with memory and attention. © 2020 British Educational Research Association
语种：
英文
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教学视频中线索类型与学习者先前知识经验对学习的交互影响
作者：
杨九民
（ ;徐珂;韩佳雪;焦新月;皮忠玲
期刊：
现代远程教育研究 ,2020年32(01):93-101 ISSN：1009-5195
作者机构：
[杨九民; 徐珂; 韩佳雪; 焦新月] 华中师范大学.教育信息技术学院;[皮忠玲] 陕西师范大学.现代教学技术教育部重点实验室
关键词：
教学视频;线索类型;视觉线索;言语线索;先前知识经验;视觉注意力分配
摘要：
教学视频因其多通道展现教学内容的特性而成为数字化学习资源的首选形态.线索作为教学视频中的重要引导性教学设计手段,探究其类型及学习者先前知识经验对学习效果的交互影响,有益于优化教学视频的设计策略.基于学习者先前知识经验水平(高水平和低水平)和线索类型(言语线索和视觉线索)两个维度,运用眼动追踪技术和认知负荷、学习满意度、学习效果等测量工具,通过实验考察二者对学习的影响及其内在机制后发现:学习者先前知识经验水平对认知负荷的影响显著;线索类型对学习满意度的影响显著,且线索类型与学习者先前知识经验水平在学习满意度上的交互效应显著;学习者先前知识经验水平对学习效果的影响显著,且线索类型与学习者先前知识经验水平在迁移测验成绩上的交互效应显著.实验结果表明,线索类型与学习者先前知识经验水平对学习满意度和学习效果存在明显的交互作用,即只有低知识经验水平学习者在学习含有视觉线索的教学视频后,学习满意度与学习效果才有显著提升.这可能是由于该类学习者在信息选择时存在困难,视觉线索可以帮助其提高信息搜索效率,而言语线索却会使其认知负荷超载.
语种：
中文
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Instructor presence in video lectures: Eye gaze matters, but not body orientation
作者：
Pi, Zhongling;Xu, Ke;Liu, Caixia;Yang, Jiumin
* （ 期刊：
Computers & Education ,2020年144:103713 ISSN：0360-1315
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.
关键词：
Distance education and;Multimedia/hypermedia systems;Pedagogical issues;Teaching/learning strategies;telelearning
摘要：
The instructor's on-screen presence, rather than just voice, has rapidly become a popular feature in video lectures. Eye gaze and body orientation are core indicators of an instructor's attentional focus in classroom settings, but it is not well known how these factors influence learners' attention allocation and learning performance in video lectures with the on-screen presence of instructors presenting slides. This study tested the effects of the instructor's eye gaze and body orientation on attention and learning from a video lecture in a sample of 174 undergraduates. Specifically, the instructor's presence was manipulated in terms of eye gaze (direct, guided, or averted) and body orientation (frontal or lateral). Eye tracking data revealed that regardless of an instructor's body orientation, learners who viewed the video lectures with the instructor's guided gaze paid greater attention to the slides, and those who viewed the video lectures with the instructor's direct gaze paid greater attention to her face; paper-and-pencil assessments showed that learners who viewed the video lectures with guided gaze showed better retention and transfer. These results held regardless of body orientation, suggesting that an instructor's eye gaze has a stronger influence than body orientation on attention and learning from video lectures. The findings suggest that an instructor should not look directly at the camera continuously throughout the lecture, and should instead use guided gaze to draw learners' attention to the learning materials. © 2019
语种：
英文
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教学视频中教师目光作用:基于眼动的证据
作者：
杨九民
（ ;皮忠玲;章仪;徐珂;喻邱晨;...
期刊：
中国电化教育 ,2020年(9):22-29 ISSN：1006-9860
作者机构：
华中师范大学 教育信息技术学院,湖北 武汉 430079;陕西师范大学 现代教学技术教育部重点实验室,陕西 西安 710062
关键词：
教学视频;教师非言语行为;目光类型;目光引导;学习效果;视觉注意;学习体验
摘要：
教学视频已成为学习者不可或缺的重要学习资源.教师的目光作为教学视频设计与制作的重要要素之一,引起了研究者与教育实践者广泛关注.该研究通过实验研究法,借助眼动追踪技术、测验和问卷,采用五种不同类型的教学视频(无目光、直视目光、持续引导目光、间断引导目光、回避目光),考察教师不同类型的目光对学习者学习效果、拟社会互动、学习体验以及注意分配的影响.结果 发现,教师不同类型的目光对学习者学习产生不同的影响.具体表现为,观看有教师持续引导目光的教学视频的学习者保持与迁移成绩最好,间断引导目光次之;虽然教师间断引导目光能够增加教师与学习者之间的社会互动感,但眼动结果显示学习者会分配更多注意力在教师身上;教师的回避目光时,学习者的保持和迁移成绩最差,对教学内容的注意力分配最少.以上结果说明,教学视频中教师持续引导目光最有利于学习者的学习.基于该研究结果,建议教师在设计与开发教学视频时,(1)运用持续引导目光来提高学习者对学习内容的关注与学习效果;(2)运用引导性目光与直视目光相结合的方式来提高学习者的社会存在感,改善学习体验;(3)尽量避免目光回避.
语种：
中文
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Instructors' gestures enhance their teaching experience and performance while recording video lectures
作者：
Yang, Jiumin
（ ;Zhu, Fangfang;Guo, Peiyu;Pi, Zhongling
* 期刊：
Journal of Computer Assisted Learning ,2020年36(2):189-198 ISSN：0266-4909
通讯作者：
Pi, Zhongling
作者机构：
[Yang, Jiumin; Guo, Peiyu; Zhu, Fangfang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, Minist Educ, Key Lab Modern Teaching Technol, 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.
通讯机构：
[Pi, Zhongling] S;Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, Minist Educ, Key Lab Modern Teaching Technol, 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.
关键词：
cognitive load;gestures;stress;teaching performance;video lectures
摘要：
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, t 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 t 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.
What is already known about this topic
What this paper adds
Implications for practice and/or policy
语种：
英文
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Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures
作者：
Pi, Zhongling;Zhang, Yi
（ ;Zhu, Fangfang;Xu, Ke;Yang, Jiumin
* （ ;...
期刊：
Computers & Education ,2019年128:345-352 ISSN：0360-1315
通讯作者：
Yang, Jiumin
（ ;Hu, Weiping
作者机构：
[Hu, Weiping; Pi, Zhongling] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, Minist Educ, Key Lab Modern Teaching Technol, Xian 710062, Shaanxi, Peoples R China.;[Zhang, Yi; Yang, Jiumin; Xu, Ke; Zhu, Fangfang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100000, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Luoyu Rd 152, Wuhan 430079, Hubei, Peoples R China.;[Hu, Weiping] 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.
通讯机构：
[Yang, Jiumin] C;[Hu, Weiping] 1;Cent China Normal Univ, Luoyu Rd 152, Wuhan 430079, Hubei, Peoples R China.;199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.
关键词：
Multimedia/hypermedia systems;Pedagogical issues;Post-secondary education;Teaching/learning strategies
摘要：
Empirical research to date has not distinguished the effects of the instructor's pointing gestures from directed gaze in video lectures. This study tested the hypothesis that the pointing gesture is superior to directed gaze in enhancing video lecture learning. Participants (n = 120) watched one of four types of video lecture in which the instructor either (a) looked straight into the camera with no gaze shift and without pointing gesture; (b) made occasional gaze shifts and without pointing gesture; (c) looked straight into the camera with no gaze shift and pointed to the relevant areas of the slide; or (d) made occasional gaze shifts accompanied by pointing gestures towards the slides. ANOVAs found that students in the conditions that included the instructor's pointing gesture showed better learning performance, more efficient visual search, and greater attention to the learning content that the instructor was referring to, regardless of her use of directed gaze. The implication for education is that instructors should use pointing gestures, with or without directed gaze, to guide students’ attention and improve their learning in video lectures. © 2018 Elsevier Ltd
语种：
英文
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高校科学研究支撑实验教学机制探究
期刊：
实验室研究与探索 ,2019年38(6):194-197 ISSN：1006-7167
作者机构：
华中师范大学实验室与设备管理处,武汉,430079;华中师范大学教育信息技术学院,武汉,430079
关键词：
科学研究;实验教学;成果转化
摘要：
加强科教融合,以科学研究促进实验教学改革与创新是高校构建高水平人才培养体系,全面提高人才培养质量的重要内容。探讨了高校的科研对于实验教学的重要支撑作用,分析了科研促进实验教学面临的困难和问题。在此基础上,以华中师范大学为例,提出了激励高水平教师投身实验教学、推动科研资源向本科实验教学开放、引导科研成果转化为实验教学内容、校企联合培养学生创新创业能力等发挥科研优势,提升实验教学水平的具体路径。
语种：
中文
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All Roads Lead to Rome: Instructors' Pointing and Depictive Gestures in Video Lectures Promote Learning Through Different Patterns of Attention Allocation
作者：
Pi, Zhongling;Zhang, Yi
（ ;Yang, Jiumin
* （ ;Hu, Weiping
* ;Yang, Harrison Hao
期刊：
Journal of Nonverbal Behavior ,2019年43(4):549-559 ISSN：0191-5886
通讯作者：
Hu, Weiping;Yang, Jiumin
（ 作者机构：
[Hu, Weiping; Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, Ctr Teacher Profess Abil Dev, 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.;[Zhang, Yi; Yang, Jiumin] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Hu, Weiping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100000, Peoples R China.;[Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.
通讯机构：
[Yang, Jiumin] C;[Hu, Weiping] S;[Hu, Weiping] B;Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, Ctr Teacher Profess Abil Dev, 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.;Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
Pointing gestures;Depictive gestures;Video lectures;Visual attention;Learning performance
摘要：
This study focused on how an instructor’s pointing gestures and depictive gestures differentially affected learners’ retention, transfer, and visual attention allocation. Eighty-five Chinese undergraduates were randomly assigned to view one of three video lectures in a laboratory. The videos varied in terms of the instructor’s use of gesture: pointing gestures, depictive gestures, or no gestures. As hypothesized, the results showed better learning performance after the videos that included either pointing gestures or depictive gestures relative to the no gestures video; interestingly, the effect of gestures in video lectures was greater for participants with low and medium prior knowledge. In addition, the type of gesture differentially affected learners’ visual attention allocation: pointing gestures directed attention to the relevant learning content of the PowerPoint slides, and depictive gestures drew learners’ attention to the instructor. The findings have practical implications: instructors are encouraged to use pointing gestures and depictive gestures in video lectures. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.
语种：
英文
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教师手势对视频学习的影响及其认知神经机制
期刊：
中国电化教育 ,2019年(4):103-110,129 ISSN：1006-9860
作者机构：
[皮忠玲] 陕西师范大学.现代教学技术教育部重点实验室;[杨九民; 章仪] 华中师范大学.教育信息技术学院
关键词：
教学视频;教师手势;认知神经机制;学习效果;注意分配
摘要：
教师手势是教学视频中一种直观、重要的无声语言。为把握教学视频中教师手势的研究状况及未来有待研究的课题,该文使用文献综述的研究方法,对已有的实证研究进行了分析,总结归纳出教学视频中教师手势的作用,主要体现在提高学习者的学习效果、为学习者提供语义信息、引导学习者注意分配和激发其积极的社会反应等四个方面。在分析教师手势的认知神经科学研究的基础上,针对教师手势对视频学习的影响,提出了未来在心理学层面上应该关注的研究课题,比如教师手势在学习过程的不同阶段有何影响,不同类型的手势作用有何差异,学习者的个体差异是否影响教师手势在学习中的有效性,教师手势如何通过影响学习者的神经活动而影响其学习效果等。
语种：
中文
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教师引导行为与学习者先前知识水平对视频学习的交互影响
期刊：
中国电化教育 ,2019年(7):74-81 ISSN：1006-9860
作者机构：
[杨九民; 章仪; 李丽] 华中师范大学.教育信息技术学院;[皮忠玲] 陕西师范大学.现代教学技术教育部重点实验室
关键词：
教学视频;教师引导行为;手势引导;目光引导;经验反转效应;视觉注意
摘要：
教学视频已成为一种重要的教学资源,在相关研究中,研究者们关注了教学视频中的教师引导行为（如手势引导与目光引导）对学习的影响。但教师的引导行为的作用是否受到学习者先前知识水平的影响却不得而知。该文以眼动追踪技术为支持,探索了教学视频中教师不同的引导行为（无引导VS仅目光引导VS仅手势引导VS目光+手势引导）和学习者先前知识水平（高经验VS低经验）对学习者的视觉注意和学习效果的交互作用。实验中100名高经验学习者与96名低经验学习者被随机分配观看四种教学视频之一。结果表明,教师的手势引导能够提升学习者的信息搜索效率,有利于保持成绩,但在迁移成绩上,出现了经验反转效应,即手势引导对高经验学习者的迁移成绩无显著影响,但对低经验学习者的迁移成绩有积极的影响。与以往研究一致,没有发现目光引导对学习成绩的显著影响。基于本研究结果,建议在针对新手的教学视频开发设计中,在关键内容上添加手势引导,以帮助学习者提升学习成绩。
语种：
中文
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Teachers’ continuous vs. intermittent presence in procedural knowledge instructional videos
作者：
Yi, Tian
* ;Yang, Xianzhong;Pi, Zhongling;Huang, Lei;Yang, Jiumin
（ 期刊：
Innovations in Education and Teaching International ,2019年56(4):481-492 ISSN：1470-3297
通讯作者：
Yi, Tian
作者机构：
[Yang, Jiumin; Yi, Tian; Huang, Lei] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Yang, Xianzhong] Yongzhou 1 High Sch Hunan, Yongzhou, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, Ctr Teacher Profess Abil Dev Ctr, Xian, Shaanxi, Peoples R China.
通讯机构：
[Yi, Tian] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
关键词：
cognitive load;instructional video;learning achievement;learning satisfaction;Procedural knowledge;social presence;teacher’s continuous presence;teacher’s intermittent presence
摘要：
Massive Open Online Courses (MOOCs) have become increasingly common in recent years. As the main component of MOOCs, instructional videos play a significant role in students’ learning. This study builds on the extant research on multimedia learning by testing the impact of teachers’ continuous vs. intermittent presence in procedural knowledge instructional videos. Students’ outcomes were assessed in terms of achievement, learning satisfaction, social presence, and cognitive load. Using a quasi-experimental design, 120 Chinese undergraduate students from four undergraduate classes, were randomly assigned to one of two video conditions based on whether the instructor had a continuous or intermittent presence in an instructional video teaching procedural knowledge. A series of independent sample t tests revealed that a teacher’s intermittent presentational approach improved learning achievement and satisfaction, and created less cognitive load relative to a continuous presentational approach. Results of this study can contribute to the design of procedural knowledge instructional videos. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
语种：
英文
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促进学习还是干扰学习——弹幕对学习影响的元分析
期刊：
电化教育研究 ,2019年40(6):84-90,120 ISSN：1003-1553
作者机构：
[杨九民] 华中师范大学.教育信息技术学院;[吴长城] 华中师范大学.教育信息技术协同创新中心;[皮忠玲] 陕西师范大学.教师专业能力发展中心;[谢和平] 华中师范大学.心理学院
关键词：
在线视频课程;弹幕;学习过程;学习结果;元分析
摘要：
弹幕(Danmaku)作为在线视频课程中的一种新型交互方式,能够让学习者与视频内容实时互动,因而受到广大学习者和研究者的关注.为了探讨弹幕是否能够真正促进学习发生,文章采用元分析的研究方法,对生成的25个效应量(被试2578人次)进行分析,考察弹幕对学习过程及学习结果的影响.研究结果表明:(1)弹幕对学习者学习的总效应量显著,弹幕对学习过程的影响不显著,弹幕对学习结果的影响显著;(2)弹幕嵌入的视频时长对学习过程及学习结果没有预测作用;(3)视频课程的知识类型、弹幕类型及有无字幕对弹幕影响学习过程及学习结果不起调节作用.
语种：
中文
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Danmaku Related to Video Content Facilitates Learning
作者：
Yabo Zhang;Aiping Qian;Zhongling Pi;Jiumin Yang
（ 期刊：
Journal of Educational Technology Systems ,2019年47(3):359-372 ISSN：0047-2395
通讯作者：
Jiumin Yang
作者机构：
School of Educational Information Technology, Central China Normal University, Wuhan, China;High School of Hunan, Zhuzhou, China;Key Laboratory of Modern Teaching Technology (Ministry of Education), Center for Teacher Professional Ability Development Center, Shaanxi Normal University, Xi’an, China
关键词：
danmaku;instructional video;social constructivism;collective intelligence;cognitive load;social presence;learning satisfaction;learning achievement
摘要：
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.
语种：
英文
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在线开放课程中的交互设计及其应用现状分析
作者：
杨九民
（ ;李丽;刘晓莉;朱芳芳;高姝睿;...
期刊：
电化教育研究 ,2018年39(11):61-68 ISSN：1003-1553
作者机构：
[杨九民; 李丽; 刘晓莉; 朱芳芳; 高姝睿] 华中师范大学.教育信息技术学院;[皮忠玲] 陕西师范大学.教师专业能力发展中心
关键词：
在线学习;教学视频;交互设计;交互界面
摘要：
交互是教学活动最基本的特征之一,对学习者的学习有着重要的影响.为把握当前在线开放课程中交互设计的理论研究与实际应用现状,文章使用文献研究法探讨了在线开放课程中交互的含义,在分析各种既有教学交互分类框架的基础上,将现有的在线开放课程中的交互形式归为三类:人一人交互、学习者一内容交互和学习者一界面交互,并从国内外开放学习平台中选出13个有代表性的平台进行逐一分析,总结归纳出交互设计在当前在线开放课程中的应用现状.在对理论研究和应用现状比较分析的基础上,提出了未来应关注的一些研究课题,如在教学视频中添加关键帧、引入弹幕功能等.
语种：
中文
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Learning declarative and procedural knowledge via video lectures: cognitive load and learning effectiveness
作者：
Hong, Jianzhong;Pi, Zhongling;Yang, Jiumin
* （ 期刊：
Innovations in Education and Teaching International ,2018年55(1):74-81 ISSN：1470-3297
作者机构：
[Pi, Zhongling; Hong, Jianzhong] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Hubei, Peoples R China.;[Yang, Jiumin] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
通讯机构：
[Yang, Jiumin] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
关键词：
cognitive load;declarative knowledge;learning effectiveness;procedural knowledge;Video lectures
摘要：
Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor visibility. Video lectures with and without an instructor were used to teach each type of knowledge. Sixty Chinese undergraduates were randomly assigned to two of the four lectures. They completed a cognitive load questionnaire and learning tests after viewing the lectures. The results of t-tests revealed that adding the instructor in a video lecture increased learners’ cognitive load only when learning procedural knowledge; adding the instructor only facilitated declarative knowledge learning. The results suggest that the learning effectiveness of video lectures varies depending on the type of knowledge being taught and the presence or absence of an instructor. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
语种：
英文
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