Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures

Pi, Zhongling; Zhang, Xinru; Zhang, Xingyu; Gao, Ming; Li, Xiying

doi:10.1111/bjet.13316

Cited by 7 publications

(13 citation statements)

References 40 publications

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“…Our focus was on the MNS, rTPJ, dlPFC, and aPFC regions, as previous studies have reported activations in these regions related to coviewing video lectures and social interaction (Azhari et al, 2021;Pi et al, 2023). In the present study, the MNS region covered the IPL and SMG.…”

Section: Fnirs Data Collectionmentioning

confidence: 82%

“…Therefore, we adopted a hyperscanning based on functional near-infrared spectroscopy (fNIRS) to record cortical hemodynamic activity from two brains simultaneously during co-viewing video lectures and compute the degree of similarity or reciprocal influence of one brain signal over the other (i.e., interpersonal brain synchronization, IBS; Azhari et al, 2020Azhari et al, , 2021. IBS can act as a direct and neural indicator of the peer interaction level during the co-viewing of video lectures (Pi et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Studying the neural underpinnings of co-viewing of video lectures could unveil the underlying processes by which the social context is associated with learning performance. Hence, fNIRS-based hyperscanning is increasingly used to determine the impact of co-viewing video lectures on learning, which is difficult to obtain from traditional learning assessments such as tests or observations (Azhari et al, 2021;Pi et al, 2023). Some emerging studies in social interaction, including studies on co-viewing video lectures, often employed fNIRS to measure the quality of interpersonal interaction.…”

Section: Introductionmentioning

confidence: 99%

“…Empirical research has shown that high task motivation promotes group performance (Pi et al, 2023;Zhang et al, 2022). Learners with higher task motivation are more interested in learning, put more effort into processing learning materials, and perform better than those with low motivation.…”

Section: Introductionmentioning

confidence: 99%

“…Learners' task motivation is also expected to influence the quality of interpersonal interaction during the co-viewing of video lectures. For instance, a study by Pi et al (2023) indicated that a high task motivation composition increased the IBS of learners with low prior knowledge during co-explaining but decreased the IBS of learners with high prior knowledge. The enhanced IBS might be linked to high-quality interaction involving the processes of mentalizing and perspectivetaking.…”

Section: Introductionmentioning

confidence: 99%

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High task motivation learners co‐viewing video lectures facilitates learning

Pi,

Chai,

et al. 2023

Computer Assisted Learning

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BackgroundLearning from video lectures with peers, that is, co‐viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age.ObjectivesThe present study tested the effects of learners' motivation on co‐viewing video lectures in terms of learning performance, mental effort, and interpersonal brain synchronization (IBS).MethodsThe current study was quantitative experimental. In total, 142 participants were recruited and divided into 71 dyads to manipulate task motivation from three aspects: meaning, interest, and reward. Then, they were divided into three experimental conditions according to the level of task motivation: two low task motivation learners (LL condition), a combination of one low and the other high (HL condition), and two high task motivation learners (HH condition). Two participants in a dyad were asked to view a video lecture on a shared screen and not talk until the end of the video lecture, with both learners in full view. Simultaneously, we recorded the cortical hemodynamic activity of two participants in each dyad using functional near‐infrared spectroscopy (fNIRS).Results and ConclusionsThe group‐level analysis showed that two high‐task motivation learners had better learning performance, greater mental effort, and stronger IBS than a combination of one low and one high‐task motivation and two low‐task motivation. The results from the individual assessment indicated that pairing a person with low task motivation with another with high task motivation resulted in benefits for the low‐task motivation learner in terms of their self‐perceived learning. However, it negatively affected the performance of the high task motivation learner.ImplicationsFirst, high‐task motivation learners were encouraged to co‐view video lectures. Second, instructors were encouraged to intervene between their interactions by providing timely feedback to avoid losses for high‐task motivation learners, as this composition benefits low‐task motivation learners.

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Section: Fnirs Data Collectionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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High task motivation learners co‐viewing video lectures facilitates learning

Pi,

Chai,

et al. 2023

Computer Assisted Learning

Self Cite

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The importance of aligning instructor age with learning content in designing instructional videos for older adults

Li,

Chai,

Cao

et al. 2024

Educ Inf Technol

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Kollaborative Lernaktivitäten in der Lehrkräftebildung für technologisch-pädagogisches Wissen (TPACK): Auf die Gruppenzusammensetzung kommt es an

Backfisch,

Franke,

Ohla

et al. 2023

Unterrichtswiss

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Collaborative design practices, in which pre-service teachers construct lesson plans in small groups, is regarded as beneficial to attain professional development. However, it is largely unclear which factors determine the effectiveness of collaborative design within technology-related teacher education. Against this background, we investigated to which extent the group composition regarding motivational (self-efficacy, utility-value) and knowledge-based heterogeneity affected the quality of designed lesson plans and outcome of professional development interventions. Furthermore, we investigated whether the quality of the lesson plans was related to pre-service teachers’ professional development such as acquisition of technological-pedagogical-content knowledge (TPACK). The data was collected within a larger research project which investigated the effectiveness of a TPACK-intervention within 5 subject pedagogies to foster pre-service teachers’ learning. Lesson plans of N = 68 pre-service teachers nested within k = 23 natural occurring groups were analyzed regarding their instructional quality and technology exploitation. Additionally, we measured pre-service teachers’ technology-related professional knowledge, and their technology-related motivation in a pre-post-test-design. The analyses revealed that motivational group heterogeneity positively affected the quality of the collaboration product (i.e., lesson plans). The quality of the lesson plans was not related to the acquisition of technology-related professional knowledge, but negatively related to pre-service teachers’ self-efficacy and utility-value. Similarly, the heterogeneity regarding prior knowledge was negatively correlated to TPACK knowledge gain. These findings highlight that heterogenous group composition during collaborative design practices in pre-service teacher education may be a double-edged sword to attain professional development.

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Students' prior knowledge moderates the effects of group motivation compositions on learning from video lectures

Cited by 7 publications

References 40 publications

High task motivation learners co‐viewing video lectures facilitates learning

High task motivation learners co‐viewing video lectures facilitates learning

The importance of aligning instructor age with learning content in designing instructional videos for older adults

Kollaborative Lernaktivitäten in der Lehrkräftebildung für technologisch-pädagogisches Wissen (TPACK): Auf die Gruppenzusammensetzung kommt es an

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