體驗區
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| 篇名 |
教学视频中教师目光作用：基于眼动的证据
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| 並列篇名 |
The Role of Teachers’ Eye Gaze in Instructional Videos: an Eye-tracking Study
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| 作者 |
杨九民(Yang Jiumin)
、皮忠玲(Pi Zhongling)
、章仪(Zhang Yi)
、徐珂(Xu Ke)
、喻邱晨(Yu Qiuchen)
、黄勃(Huang Bo)
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| 中文摘要 |
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。
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| 英文摘要 |
Instructional videos have become indispensable and important learning resources for learners. As one of the important elements of video lecture design and production, the instructor’s eye gaze has attracted extensive attention from researchers and educational practitioners. Five different types of video lectures(without eye gaze vs. direct gaze vs. continuous guided gaze vs. intermittent guided gaze vs. averted eye gaze)were used to explore the effects of different types of instructors’ eye gaze on learners’ learning performance, parasocial interaction, learning experience and attention allocation in this study via eye tracking technique. The results of covariance variance analyses showed that different types of teachers’ eye gaze have different effects on learning from instructional videos. Specifically, the learners who viewed the video lecture with the teacher’s continuous guided gaze got the best retention and transfer performance, followed by the intermittent guided gaze; Although teacher’s intermittent guided gaze can increase the sense of parasocial interaction between the teacher and learners, eye movement results revealed learners’ greater attention to the teacher. Under the averted eye gaze condition, the learners got the worst retention and transfer performance and paid the least attention to the teaching content. The above results suggest that teachers’ continuous guided gaze facilitate learning from instructional videos. The findings have some practical implications for instructional videos design: (1)teachers may use continuous guided eye gaze to increase learners’ attention to the learning content, then get a better learning performance; (2)teachers may enhance learners’ sense of parasocial interaction and learning experience by combining guided gaze with direct gaze; (3)teachers should avoid to using avert eye gaze.
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| 頁次 |
022-029
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| 關鍵詞 |
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
、video lecture
、instructors’ nonverbal behavior
、different types of eye gaze
、gaze guidance
、learning performance
、attention allocation
、learning experience
、CSSCI
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| 卷期 |
404
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| 日期 |
202009
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| 刊名 |
中國電化教育
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| 出版單位 |
中國電化教育雜誌社
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