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>
期刊：
Lecture Notes in Computer Science,2020年12218:365-377 ISSN：0302-9743
作者机构：
Central China Normal University, Wuhan, 430079, China;Primary School Affiliated to Huazhong University of Science and Technology, Wuhan, 430079, China
会议名称：
13th International Conference on Blended Learning, ICBL 2020
会议时间：
24 August 2020 through 27 August 2020
会议论文集名称：
Blended Learning. Education in a Smart Learning Environment
作者机构：
[Zhang, Yi; Hung, Cheng-Yu] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Chen, Bei-Lei] Hubei Univ, Fac Educ, Wuhan, Hubei, Peoples R China.;[Ge, Jun] Natl Univ Def Technol, Coll Liberal Arts & Sci, Changsha, Hunan, Peoples R China.;[Mei, Lin] Hubei Radio & Televis Univ, Res Inst Open Educ, Wuhan, Hubei, Peoples R China.
通讯机构：
[Chen, Bei-Lei] H;Hubei Univ, Fac Educ, Wuhan, Hubei, Peoples R China.
