Effects of instructor presence in video modeling examples on attention and learning

Wermeskerken, Margot van; Ravensbergen, Susanna; Gog, Tamara van

doi:10.1016/j.chb.2017.11.038

Cited by 112 publications

(80 citation statements)

References 22 publications

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“…There are two types of learning achievement: retention (recalling facts) and transfer (being able to apply that knowledge to a problem that has the same deep structure, but different surface structure). The study of media impacts on learning achievement often takes an experimental research design to compare the gains between treatment and control groups right after the invention or through a follow-up test (Church, Ayman-Nolley, & Mahootian, 2004;Cook, Duffy, & Fenn, 2013;Hoogerheide, Loyens, & van Gog, 2014;Valenzeno, Alibali, & Klatzky, 2003;van der Meij, 2017;van Wermeskerken, Ravensbergen, & van Gog, 2017;Yeo, Ledesma, Nathan, Alibali, & Church, 2017).…”

Section: Evidence From Literaturementioning

confidence: 99%

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Lubrick

Zhou

Zhang

2019

EURASIA J MATH SCI T

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Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.

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Section: Evidence From Literaturementioning

confidence: 99%

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Lubrick

Zhou

Zhang

2019

EURASIA J MATH SCI T

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“…Why did the attract students' attention is very difficult? This moment is any relation about the teacher use the strategy learning, because that his/her use the strategy learning in process learning has any effect to the attract students' attention [25]. If in the strategy learning online that's research shows how to leaner's activating learning [26].…”

Section: ) Open the Lessonmentioning

confidence: 99%

Application of Self-learning in Basic Teaching Skills at Vocational Program

Debora¹,

Birawa²,

Bungai³

2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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The application of self-learning in basic teaching skills at vocational program as the practice to the prospective of student teacher was conducted at Mechanical Engineering Education program Faculty of Teacher and Training Universitas Palangka Raya. The problem in the prospective student teacher in Mechanical of Engineering Education program in to the practice of basic teaching skills. Therefore, there is a need for a method to be carried out in this learning, while the purpose of this research is to apply self-learning in practicing basic teaching skills. The application of self-learning in teaching basic skills was carried out with self-evaluation, self-improvement and selfstrengthening. The self-evaluation activities were carried out by identification of his/her weakness and his/her strength itself of they do every basic teaching skills then they were do to the selfimprovement and self-strengthening. Self-learning of the prospective of student teachers through a questionnaire with the instruments have validity and reliability. They were analysed for the self-evaluation in basic teaching skills in category is very difficult and very easy with the self-evaluation forms. The do activities were carried out by practice on the basic teaching skills in the lesson Micro Teaching. The self-learning teacher's were observed by questioner analysed using qualitative descriptive .The result showed teacher's self-learning in basic teaching skills through description method on the lesson were "very difficult" is to attract students' attention (55,81%), clarity of the voice (53,48%), reflecting off the breadth of insight (48,84%), to attention principal of media" (54,5%), "use the assessment relevant to specific learning objectives" (65,46%), and to review of the lesson (34,88%). The choice of "very difficult" and "very easy" is an application from him self-learning and for the selfimprovement, they do choose to learn from the self-weakness. While for "very easy" their do for the self-strengthening.

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“…In light of these results, it is somewhat striking that monologue and dialogue participants spent significantly less attention on the learning content than control participants but did not perform worse in terms of pre-to post-test gains. van Wermeskerken et al (2018) found similar results when comparing instructional videos: while participants in an instructor-absent condition spent about 79% of trial time on the learning content compared to 52%…”

Section: Effects Of Speaker Visual Presencementioning

confidence: 64%

“…In contrast to auditory presence, strong consensus has yet to be reached on the contribution of the instructor's visual presence to instructional videos. Results have been mixed in terms of target outcomes like learning, affect, and cognitive load: while some studies find beneficial effects (Colliot and Jamet, 2018;Kizilcec et al, 2015Kizilcec et al, , 2014van Gog et al, 2014;Wang and Antonenko, 2017;Wilson et al, 2018), others do not (Berner and Adams, 2004;Homer et al, 2008;Lyons et al, 2012;van Wermeskerken et al, 2018). To help explain these mixed results, we turn to two principles of learning embedded within the Cognitive Theory of Multimedia Learning.…”

Section: Visual Presence Of the Instructormentioning

confidence: 95%

“…are also examples of work finding null learning effects. For instance, van Wermeskerken et al (2018) found no significant differences in recall or transfer scores between participants who viewed learning material with an instructor video and participants who viewed the same material with the instructor removed. Like Wang and Antonenko (2017), the participants in van Wermeskerken et al (2018) spent a considerable amount of trial time attending to the instructor when he was present (almost 30%) and less time attending to the learning content (52%) -significantly less than the almost 79% of time spent by counterparts who did not see the instructor -but this did not lead to poorer learning outcomes.…”

Section: Eye Tracking Studiesmentioning

confidence: 96%

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An Eye Tracking Comparison of Instructional Videos Showing a Monologue Versus a Dialogue: Impacts On Visual Attention, Learning, and Psychological Variables

Lee¹

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The present study aimed to synthesize two disparate domains of instructional video research to investigate what impacts occurred from, on one hand, the visual presence of the speaker(s), and on the other hand, the format of a dialogue. Seventy-seven participants watched either a narrated control video without the instructor visible, a monologue video with the instructor visible, or a dialogue video between an instructor and student, both visible. To compare the conditions, we examined learning outcomes, visual attention, self-efficacy, mindset, cognitive load, social presence, and interest. Despite eye tracking data showing that participants in speaker-visible conditions spent significantly less time attending to the learning content, we found no conditional differences on measures of learning, social presence, cognitive load, selfefficacy, or mindset. These results suggest that neither speaker visual presence nor dialogue format affected learning or participants' perceptions of the videos.

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Effects of instructor presence in video modeling examples on attention and learning

Cited by 112 publications

References 22 publications

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Application of Self-learning in Basic Teaching Skills at Vocational Program

An Eye Tracking Comparison of Instructional Videos Showing a Monologue Versus a Dialogue: Impacts On Visual Attention, Learning, and Psychological Variables

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