Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning

Wermeskerken, Margot van; Gog, Tamara van

doi:10.1016/j.compedu.2017.05.013

Cited by 96 publications

(85 citation statements)

References 21 publications

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“…A Gaussian kernel with a width of 70 pixels and a standard deviation of 10 pixels was used to smooth the heat maps. Visual attention appears to be bias towards the instructor area after weighting fixations by duration, a pattern consistent with previous research (Kizilcec, Papadopoulos, & Sritanyaratana, ; van Wermeskerken & Gog, ; Wang & Antonenko, ). Importantly, the heat map shows a reduction of coverage of the slides area during MW, which potentially contributed to the increased proportion of fixations on the teacher and the decreased dispersion of fixations on the slides.…”

Section: Studysupporting

confidence: 88%

“…The format we used was the most commonly reported in a recent study (Santos‐Espino, Afonso‐Suárez, & Guerra‐Artal, ) that surveyed 115 massive open online courses (MOOC) lectures, with 34 (30%) of them using a pairing of a talking head with slides. The question of how video format affects attention and learning in MOOCs is largely open (Kizilcec et al, ; Mayer & Moreno, ; van Gog, Verveer, & Verveer, ; van Wermeskerken & Gog, ; Wilson et al, ), but eye‐tracking measures of student behavior in this context will play a role in understanding the relations between format and student experience of instruction.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, videos in some online learning platforms (e.g., Khan Academy) do not show the instructor at all. The format we used was the most commonly reported in a recent study open (Kizilcec et al, 2014;Mayer & Moreno, 2003;van Gog, Verveer, & Verveer, 2014;van Wermeskerken & Gog, 2017;Wilson et al, 2018), but eye-tracking measures of student behavior in this context will play a role in understanding the relations between format and student experience of instruction.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

See 2 more Smart Citations

Wandering eyes: Eye movements during mind wandering in video lectures

Zhang

Miller

Sun

et al. 2020

Applied Cognitive Psychology

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Summary Video lectures are increasingly prevalent, but they present challenges to learners. Students' minds often wander, yet we know little about how mind wandering affects attention during video lectures. This paper presents two studies that examined eye movement patterns of mind wandering during video lectures. In the studies, mind wandering reports were collected by either self‐caught reports or thought probes. Results were similar across the studies: mind wandering was associated with an increased allocation of fixations to the instructor's image. For fixations on the slides, the average duration increased but the dispersion decreased. Moreover, preliminary evidence suggested that fixation duration and dispersion can diminish soon after self‐caught reports of mind wandering. Overall, these findings help advance our understanding of how learners' attention is affected during mind wandering and may facilitate efforts in objectively identifying mind wandering. Future research is needed to determine if these findings can extend to other instructional formats.

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Section: Studysupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Limitations and Future Directionsmentioning

confidence: 99%

See 1 more Smart Citation

Wandering eyes: Eye movements during mind wandering in video lectures

Zhang

Miller

Sun

et al. 2020

Applied Cognitive Psychology

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“…Wang & Antonenko, 2017). Recently, some studies directly tested the effects of the instructor's gaze on learning (Gog et al, 2014;Wermeskerken & Gog, 2017). For example, compared learners' attention, learning performance, and mental effort in video lectures under three conditions (i.e., no cues, gaze cues, or gaze and gesture cues).…”

Section: Introductionmentioning

confidence: 99%

“…Recently, some studies directly tested the effects of the instructor's gaze on learning (Gog et al, 2014;Wermeskerken & Gog, 2017). There are two other studies that have directly tested the effect of gaze guidance in video lectures (Gog et al, 2014;Wermeskerken & Gog, 2017). They found that the gaze and gesture cues condition was effective in directing learners' attention from the instructor area to the content areas that the instructor was referring to but produced no positive effects on learning performance or mental effort.…”

Section: Introductionmentioning

confidence: 99%

The instructor's gaze guidance in video lectures improves learning

Wang

2018

Computer Assisted Learning

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Instructor behaviour is known to affect learning performance, but it is unclear which specific instructor behaviours can optimize learning. We used eye‐tracking technology and questionnaires to test whether the instructor's gaze guidance affected learners' visual attention, social presence, and learning performance, using four video lectures: declarative knowledge with and without the instructor's gaze guidance and procedural knowledge with and without the instructor's gaze guidance. The results showed that the instructor's gaze guidance not only guided learners to allocate more visual attention to corresponding learning content but also increased learners' sense of social presence and learning. Furthermore, the link between the instructor's gaze guidance and better learning was especially strong for participants with a high sense of social connection with the instructor when they learned procedural knowledge. The findings lead to a strong recommendation for educational practitioners: Instructors should provide gaze guidance in video lectures for better learning performance.

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Is student learning from a video lecture affected by whether the instructor wears a mask?

Leng,

Wang,

Mayer

2024

Applied Cognitive Psychology

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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.

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Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning

Cited by 96 publications

References 21 publications

Wandering eyes: Eye movements during mind wandering in video lectures

Wandering eyes: Eye movements during mind wandering in video lectures

The instructor's gaze guidance in video lectures improves learning

Is student learning from a video lecture affected by whether the instructor wears a mask?

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