作者机构：
[Leng, Xiaoxue; Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.
关键词：
instructional video;learning with video;mask;video lectures;visual attention
摘要：
Abstract This study examined whether having the instructor wear a mask during a video lecture affects learning. In Experiment 1, college students watched an instructional video on the formation of lightning, in which an instructor who either did or did not wear a mask as she stood next to slides and lectured. Learners' learning outcomes did not differ significantly, but learners spent significantly less time looking at the instructor's face when she was masked. In Experiment 2, using a 2 (the instructor wore a mask or not) × 2 (slides were displayed or not) between‐subject design, college students learned about the process of water cycle from instructional videos. There was a significant interaction in which adding slides improved learning outcomes with a masked instructor, but not with an unmasked instructor. Adding a mask lowered student ratings of social presence with the instructor. Practical and theoretical implications are discussed.
期刊：
British Journal of Educational Psychology,2024年:- ISSN：0007-0998
通讯作者：
Li, WJ;Wang, FX
作者机构：
[Li, Wenjing] Tianjin Normal Univ, Fac Psychol, Tianjin, Peoples R China.;[Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Li, Wenjing; Li, WJ] Tianjin Normal Univ, Fac Psychol, 393 Binshui West Rd, Tianjin 300387, Peoples R China.;[Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wang, FX ] C;[Li, WJ ] T;Tianjin Normal Univ, Fac Psychol, 393 Binshui West Rd, Tianjin 300387, Peoples R China.;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.
摘要：
BACKGROUND: Although adding embodied instructors on the screen is considered an effective way to improve online multimedia learning, its effectiveness is still controversial. The level of realism of embodied on-screen instructors may be an influencing factor, but it is unclear how it affects multimedia learning. AIMS: We explored whether and how embodied on-screen instructors rendered with different levels of realism in multimedia lessons affect learning process and learning outcomes. SAMPLES: We recruited 125 college students as participants. METHODS: Students learned about neural transmission in an online multimedia lesson that included a real human, cartoon human, cartoon animal or no instructor. RESULTS: Students learning with cartoon human or cartoon animal instructors tended to fixate more on the relevant portions of the screen and performed better on retention and transfer tests than no instructor group. The real human group fixated more on the instructor, fixated less on the relevant portion of the screen and performed worse on a retention test in comparison to the cartoon human group. Fixation time on the instructor fully mediated the relationship between instructor realism and retention score. CONCLUSIONS: The addition of embodied on-screen instructors can promote multimedia learning, but the promotion effect would be better if the embodied instructor was a cartoon animal or cartoon human rather than a real human. This suggests an important boundary condition in which less realism of on-screen embodied instructors produces better learning processes and outcomes.
作者：
Leng, Xiaoxue;Wang, Fuxing;Mayer, Richard E.;Zhao, Tingting
期刊：
British Journal of Educational Technology,2024年55(3) ISSN：0007-1013
通讯作者：
Wang, FX
作者机构：
[Leng, Xiaoxue; Wang, Fuxing; Wang, FX; Zhao, Tingting] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.
关键词：
eye movement modelling examples;multimedia learning;pre-training principle;strategy acquisition;text-picture integration
摘要：
This study investigated the effectiveness of visual training or verbal training on how to use a text‐picture processing strategy for learning from computer‐based multimedia instructional material. Sixty‐nine university students were randomly assigned to the verbal training group (students received text‐based instruction for a text‐picture processing strategy), the visual training group (students observed a video depicting an expert's eye fixations while using a text‐picture processing strategy for an initial portion of a multimedia lesson) or the control group (students did not receive any instruction). During reading a multimedia lesson on biology, students' eye movements were tracked; and after the lesson, students took a posttest. Concerning learning outcomes, both visual and verbal training helped students perform better than the control group on a recall test and the verbal training group perform better on a transfer test. Concerning learning processes, both visual and verbal training caused students to attend less to on‐screen text and more to on‐screen pictures as compared to the control group. Mediation analysis showed that increased attention to pictures was a mediator for better learning outcomes. Practical and theoretical implications are discussed. Practitioner notes What is already known about this topic Pre‐training on key concepts or terms improves learning, but little is known whether and how pre‐training on strategy acquisition supports learning. Mayer's multimedia principle suggests people learn better from illustrated text than from text alone; however, learners sometimes fail to integrate text and picture. What this paper adds Pre‐training on text‐picture processing strategy is effective. Verbal and visual training foster text‐picture processing strategy acquisition. Verbal training improves both recall and transfer test performance, and visual training improves only recall test performance. Verbal training is better in improving outcomes. Fixation time on pictures mediates the effects of training on learning outcomes. Implications for practice and/or policy Pre‐training should be used to support learners' strategy acquisition. This study also provides suggestions on how to design pre‐training on strategy acquisition.
期刊：
Journal of Children and Media,2023年17(4):409-425 ISSN：1748-2798
通讯作者：
Wang, FX;Li, H
作者机构：
[Cao, Xinyun; Wang, Fuxing; Tong, Yu] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Li, Hui] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Wuhan BLDG 8073, Hubei, Peoples R China.;[Li, Hui] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Li, H ; Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Wuhan BLDG 8073, Hubei, Peoples R China.;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Characters in educational videos have been shown to help children learn and transfer knowledge. The aim of this study is to explore the influence of realism and familiarity of characters on children's video learning. The participants were 90 4- to 6-year-olds. The children watched a video in which a character demonstrated how to construct simple gears, and then completed the same task to test the effect of the character's realism and familiarity on their learning and transfer of STEM knowledge. A 2 (high-reality vs. low-reality) x 2 (familiar, unfamiliar) experiment was adopted. The results showed that children learned STEM material better from live-action human characters than from animated animal characters. However, the familiarity of the character did not influence children's learning, and the parasocial relationship between children and the character also did not improve learning. The findings suggest that the realism of the characters, not their familiarity, is key in helping children learn from educational videos. IMPACT SUMMARYPrior State of Knowledge: Children's learning from screen-based educational media can be influenced by characteristics of the characters. Less is known about whether realistic and familiar characteristics improve children's screen learning.Novel Contributions: We created four characters based on combined realism and familiarity to explore whether some characters are better than others at promoting learning STEM information.Practical Implications: Our findings are relevant to producers of educational videos. Compared to animated characters, live-action human characters may better help children ages 4 to 6 years to learn from these videos.
作者机构：
[Wang, Fuxing; Hu, Xiangen; Kuang, Ziyi; Wang, FX] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Xie, Heping] South China Normal Univ, Sch Studies Fundamental Educ, Shanwei, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Hu, Xiangen] Hong Kong Polytech Univ, Dept Appl Social Sci, Hong Kong, Peoples R China.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
摘要：
The instructor’s eye gaze can serve as an important social cue in video lectures. The current study used two sets of three-level meta-analyses to explore the effects of the instructor’s guided gaze or the instructor’s direct gaze on learning outcomes, fixation time, perception of parasocial interaction, and cognitive load. A total of eight meta-analyses [2(eye gazes)×4(dependent variables)] were included. Eighteen studies with a total of 203 effect sizes were identified. The results showed that guided gaze significantly promoted learning outcomes [g = 0.33; guided gaze vs. no guided gaze (i.e., direct gaze, averted gaze, or no gaze)], and direct gaze significantly promoted learning outcomes [g = 0.30; direct gaze vs. no direct gaze (i.e., averted gaze or no gaze)], significantly increased perception of parasocial interaction (g = 0.34), and significantly reduced fixation time on the learning material (g = -0.65). Moderating effect analyses showed that learning outcomes of fixed guided gaze (g = 0.57; instructors look at the instructional screen) were significantly better than that of shifting guided gaze (g = 0.27; instructors switch their eye gaze between the instructional screen and camera). Learning outcome effects with a control group with averted gaze (g = 0.76) were significantly higher than those with direct gaze (g = 0.32) or no gaze (g = 0.22). This study suggested that guided gaze and direct gaze have different effects on learning. In practical teaching, instructors should use guided gaze and direct gaze, while avoiding averted gaze and no gaze.
期刊：
Journal of Computer Assisted Learning,2023年40(2):- ISSN：0266-4909
通讯作者：
Wang, Fuxing;Hu, XE
作者机构：
[Wang, Fuxing; Hu, Xiangen; Kuang, Ziyi] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Andrasik, Frank; Hu, Xiangen] Univ Memphis, Dept Psychol, Memphis, TN USA.;[Hu, XE; Wang, Fuxing; Hu, Xiangen; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Hu, XE ; Wang, FX] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Wuhan 430079, Hubei, Peoples R China.
关键词：
body orientation;eye gaze;multimedia learning;parasocial interaction;video learning
摘要：
BackgroundLittle is known about the effectiveness of instructors when presenting content in videos alone. In recent years, researchers have increasingly begun to explore the effects of instructors' social cues (e.g., eye gaze, body orientation, etc.) on learning. However, previous studies exploring the effects of eye gaze have confounded the role of body orientation, while studies exploring body orientation have confounded the role of eye gaze.ObjectivesTo explore the role of direct gaze and body orientation in learning with instructional videos, absent an instructional screen, in a less confounded manner.MethodsA total of 63 subjects were presented select concepts regarding schizophrenia. Eye-tracking technology combined with current theories of parasocial interaction and social agency was used to explore different social cues that affect learning performance. Students were randomly assigned to one of three experimental conditions: frontal body + direct gaze group (FD group), frontal body + no direct gaze group (FND group), and lateral body + no direct gaze group (LND group).Result and ConclusionsDirect gaze facilitated students' immediate retention and transfer scores, reduced learners' extraneous cognitive load, and guided students' attention to the instructor. However, counter to our expectations, parasocial interaction did not affect social cues.ImplicationsIn both online and offline classes, instruction is expected to be enhanced by focusing on the camera to the extent possible, particularly when instructional screens are absent. What is already known about this topicImplications for practice and/or policyIn recent years, how instructors' social cues (eye gaze, body orientation, gestures, etc.) can improve video learning has aroused widespread concern.Instructors' eye gaze and body orientation can increase society and improve learning in the online learning environment.The empirical research confounds the role of eye gaze and body orientation on video learning when only the instructors are present.What this paper addsWhen only the instructor is present in the video, instructor's direct gaze can foster learner's learning outcome in the instructional video.When only the instructor is present in the video, instructor's direct gaze can draw the learner's attention to the instructor's face.When only the instructor is present in the video, instructor's direct gaze can reduce learner's extraneous cognitive load.In online teaching, educators should consider looking at the camera as much as possible, especially when there are no instructional screens.
摘要：
自我生成教学(Learning by non-interactive teaching)指学习者在知识学习过程中转换角色,将自己所学知识以知识传授者角色讲解给其他人听。提取练习假设、生成性学习假设和社会临场感假设分别从记...展开更多 自我生成教学(Learning by non-interactive teaching)指学习者在知识学习过程中转换角色,将自己所学知识以知识传授者角色讲解给其他人听。提取练习假设、生成性学习假设和社会临场感假设分别从记忆巩固、生成性认知加工和社会临场感视角对学习者自我生成教学的积极作用进行了解释。汇总相关研究发现,自我生成教学的不同实施方式促进学习的效果不同,其中,以有教者形象的口头形式(如:视频)自我生成教学相比于重复学习、提取练习等简单学习任务可以有效提高学习者的即时理解、即时迁移、延迟理解和延迟迁移成绩,可能是更优的实施方式。而以无教者形象的口头形式(如:仅语音)或书面形式(如:文本)自我生成教学对学习成绩的积极影响较微弱。多媒体学习认知理论可能补充解释不同实施方式促进效果的差异。自我生成教学的学习者还可以体验到更高的动机和愉悦感并愿意在教学时投入更多的心理努力。未来研究需要在检验并整合理论、确定边界条件、优化自我生成教学等方面进一步探讨。收起
期刊：
Journal of Computer Assisted Learning,2023年39(5):1636-1651 ISSN：0266-4909
通讯作者：
Wang, FX
作者机构：
[Cheng, Meixia; Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan, Hubei 430079, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan, Hubei 430079, Peoples R China.
关键词：
deep learning;generative learning strategy;learning-by-teaching;multimedia learning;social presence
摘要：
Abstract Background Learning‐by‐teaching is a generative learning strategy in which students are told they will have to teach what they are learning to others. Although learning‐by‐teaching has been shown to be effective in some cases, few studies have established guidelines for how to optimize the benefits of learning‐by‐teaching as a generative learning strategy from a social presence perspective. Objectives This study seeks to clarify the learning‐by‐teaching hypothesis and to pinpoint the optimal level of social presence during learning‐by‐teaching that is most conducive to learning. Methods In Experiment 1, college students received a lesson with instructions that afterwards they would explain the material to others by making a video, explain the material aloud to themselves, or restudy the material. In Experiment 2, college students viewed a multimedia lesson with instructions that afterwards they would explain the materials by making a video, explain to an onscreen student, or explain to a student in person. Results and Conclusions Teaching by making a video was better than restudying, self‐explaining, and teaching face‐to‐face or online. Teaching quality was better in video teaching than self‐explaining and face‐to‐face or online teaching. Teaching by making a video is ideal because it primes generative processing while minimizing extraneous processing. Implications This study is the first to manipulate different levels of social presence of oral teaching to determine the optimal form of learning‐by‐teaching, which preliminarily clarifies generative learning and social presence theory and has implications for both empirical and theoretical research.
摘要：
动作化学习(learning by enacting)是一种在学习时执行与任务相关的身体动作或操作的学习方式,而一种典型的动作化学习就是操作教学模型。综述已有研究发现,目前有两方面的理论去解释动作化学习:其中具身认知理论...展开更多 动作化学习(learning by enacting)是一种在学习时执行与任务相关的身体动作或操作的学习方式,而一种典型的动作化学习就是操作教学模型。综述已有研究发现,目前有两方面的理论去解释动作化学习:其中具身认知理论和生成学习理论支持动作化对学习的促进作用;而认知负荷理论为动作化学习的干扰作用提供了解释。通过汇总以往实证研究得出如下结论:在学习结果上,动作化学习促进学习结果具有中等效应,即动作化学习提升了学习者的保持成绩和迁移成绩。实物动作化学习与虚拟动作化学习在保持成绩与迁移成绩上没有差异。在主观体验方面,动作化学习促进学习兴趣具有小的促进效应。实物动作化学习比虚拟动作化学习更能提高学习信心和学习兴趣,但在认知负荷上两种动作化学习差异比较微弱。未来研究需要在优化动作化学习、确定影响因素、整合及验证理论等方面进一步探讨。收起
摘要：
The spatial contiguity principle is that people learn and perform better when corresponding printed text and graphics are placed near rather than far from each other on the screen or page. This is a well-established design principle in multimedia learning. However, there is insufficient research to establish the appropriate distance between text and graphics that is conducive for integrative processing. The current study examines a new objective indicator of spatial contiguity based on the characteristics of human visual processing, and hypothesizes that corresponding text and graphic information presented within parafoveal vision promotes integrative processing better than information in peripheral vision. Experiments 1 and 2 asked participants to judge the similarities of two text-picture cards and found that presenting the two cards within parafoveal vision (rather than peripheral vision) led to faster comparison (in both Experiments) and higher scores (only in Experiment 2) for a simple version of the comparison task, but did not lower cognitive load. Experiment 3 found that students who viewed an onscreen multimedia lesson that presented corresponding text-picture information in parafoveal vision (rather than peripheral vision) scored higher on retention and application tests and experienced lower cognitive load measured by a secondary task. Across all three experiments, eye-tracking results showed presenting corresponding text-picture information in parafoveal vision yielded more integrative saccades and longer fixation time on text, indicating that spatial contiguity encourages integrative processing. This study replicates and extends the spatial contiguity effect, and offers a new quantifiable indicator of spatial continuity for the future research. Educational Impact and Implications Statement The spatial contiguity principle states that people learn better from multimedia materials when corresponding graphics and printed text are placed near each other on the screen or page. This study provides new evidence that the optimal distance that is conducive to the integration of corresponding text and graphics is 2 degrees-5 degrees of visual angle, which corresponds to parafoveal vision (i.e., vision in the area around the fovea, which is the center of visual field). In this study, text-picture information presented within parafoveal vision (spatial contiguity) promoted integrative processing better than information presented in peripheral vision (spatially separated) as indicated by eye movements and resulted in better learning outcomes. This work highlights the importance of the spatial contiguity principle and provides a new objective indicator of spatial contiguity when designing multimedia materials.
期刊：
Learning and Instruction,2023年84:101729 ISSN：0959-4752
通讯作者：
Wenjing Li<&wdkj&>Fuxing Wang
作者机构：
[Li, Wenjing] Tianjin Normal Univ, Fac Psychol, Tianjin, Peoples R China.;[Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Wang, Fuxing] 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.;[Li, Wenjing] 393 Binshui West Rd, Tianjin 300387, Peoples R China.
通讯机构：
[Wenjing Li] F;[Fuxing Wang] S;School of Psychology, Central China Normal University, China<&wdkj&>Faculty of Psychology, Tianjin Normal University, China
摘要：
Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle.
期刊：
Journal of Educational Psychology,2023年115(6):783-797 ISSN：0022-0663
通讯作者：
Wang, FX
作者机构：
[Cheng, Meixia; Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu Bldg 8073, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu Bldg 8073, Wuhan 430079, Hubei, Peoples R China.
摘要：
Learning-by-teaching is a generative learning strategy in which students are asked to teach what they are learning to others (Fiorella & Mayer, 2015). In this study, college students watched a multimedia lesson on chemical synaptic transmission with instructions that afterward they would explain the materials by making a lecture video (teach-to-camera condition), explain to a student face-to-face (teach-to-student condition), or explain to seven students face-to-face (teach-to-group condition), and then they engaged in the corresponding teaching activity, respectively. Compared to the other two groups, the teach-to-camera condition performed significantly better on a transfer test, reported significantly lower social presence, experienced significantly lower arousal as measured by pulse rate, and engaged in significantly more generative processing via quality explanations, which were measured by a number of idea units, elaboration statements, and monitoring statements. The teach-to-camera condition significantly outperformed the teach-to-group condition on a retention test and reported significantly lower state anxiety, teaching difficulty, and cognitive load during teaching than the teach-to-group condition. The relation between audience presence and learning outcome was mediated by the negative impacts of distraction during teaching (e.g., anxiety or extraneous cognitive load ratings) and the positive impacts of generative processing during teaching (e.g., number of idea units generated). Teaching to an imaginary audience via video is more effective for learning than teaching to a student or group of students because it minimizes distraction while freeing up the capacity to increase active generative processing.
作者：
Wang, Yanqing;Wang, Fuxing;Mayer, Richard E.;Hu, Xiangen;Gong, Shaoying
期刊：
Journal of Computer Assisted Learning,2023年39(4):1259-1273 ISSN：0266-4909
通讯作者：
Fuxing Wang
作者机构：
[Wang, Yanqing; Wang, Fuxing; Hu, Xiangen; Gong, Shaoying] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Wang, Yanqing; Wang, Fuxing; Hu, Xiangen; Gong, Shaoying] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Hu, Xiangen] Univ Memphis, Dept Psychol, Memphis, TN USA.;[Wang, Fuxing; Hu, Xiangen] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Fuxing Wang] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China
摘要：
Abstract Background How to improve learning with online multimedia lessons has attracted widespread concern. Prior studies have attempted to help students learn by breaking a video lesson into several segments. However, there has been a debate about whether learners can use pause time effectively and whether prompting them to engage in different types of generative learning activities during pauses can better facilitate learning. Objectives This study aimed to explore how to maximize learning by asking students to engage in generative processing activities during pauses in segmented narrated video lessons. Methods Three experiments explored the effectiveness of segmenting, and whether adding summaries between segments can improve learning performance. In Experiment 1, participants were asked to view a segmented video or a continuous video. In Experiment 2, we examined whether adding summarizing activities during pauses can improve the effects of segmenting. In Experiment 3, we further investigated the effects of adding different types of summarizing activities during pauses. Results and Conclusions In Experiment 1, segmenting improved performance on retention tests, but not on transfer tests. In Experiment 2, the effects of segmenting on the retention and transfer tests were enhanced when learners were asked to produce written summaries during the pauses. In Experiment 3, asking participants to imagine or write summaries during the pauses in segmented lessons improved retention and transfer test performance, but providing a summary only helped on retention. Takeaways Adding generative learning activities (i.e., summarizing) during pauses prompted learners to learn the material more deeply. Results are consistent with the ICAP framework and the cognitive theory of multimedia learning.
摘要：
Electronic storybooks are increasingly popular with preschoolers. The purpose of our research was to investigate the effects of inter-active and multimedia features in electronic storybooks on preschoolers' learning. We assigned 4-to 6-year-old children to different reading conditions in two experiments. Children were required to complete tests for learning outcomes and answer ques-tions about the reading experience. In Experiment 1, children in the interactive (self-paced) group needed to turn the pages by a button on the page, whereas the pages were turned automatically in the non-interactive (system-controlled) group. We found that children in the system-controlled condition performed better in inference making than children in the self-paced condition. In Experiment 2, we used a 2 (Animation: present or non-present) x 2 (Background Music: present or non-present) between -participants design. We found that children's scores of learning and interest in groups with animations were higher than those in groups without animations. This research suggests that electronic books with animations congruent with the learning content pro-mote learning for both adults and young children. Thus, we offer suggestions for designers of electronic books. Moreover, the study provides implications for educators and parents, and we suggest that multi-featured electronic storybooks for preschoolers should be carefully selected.(c) 2023 Elsevier Inc. All rights reserved.
