The instructor's gaze guidance in video lectures improves learning

Abstract

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.

Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China

“…Throughout the study, it was discovered that among the primary challenges in e-learning is to enhance a sense of community. And to come up with such a community, the findings pointed out the importance of uplifting the level of social interaction and collaboration (Shlossberg & Cunningham, 2016;Wang & Hu, 2019). We, therefore, saw the importance of both the teachers and students coming together to formulate ways of interacting and collaborating to create an effective and efficient online community.…”

“…According to Wang and Hu (2019), E-learning is a better alternative for the learners, and the researchers should be able to look for ways of making it more focused on thinking and creation. It should be understood that most online courses are dictated by technology (Donitsa-Schmidt & Topaz, 2018;Garcia & Badia, 2017).…”

Systematic Review of COVID Spillover and Online Education Pedagogy

“…The US department of education also revealed that students who take their classes online outperform conventional class room students in most of the subjects (Murphy, 2020). This situation has also compelled academicians to switch over to e-learning mode of getting education, which has also uplifted collaboration as well as social interaction (Shlossberg & Cunningham, 2016;Wang et al, 2019). Before, the onset of pandemic situation in developing country like Pakistan, there were some e-learning applications designed to promote better concept building in students which includes Punjab e-learning, Sabaq foundation lectures and practice tests.…”

“…Which has also uplifted collaboration as well as social interaction (Shlossberg & Cunningham, 2016;Wang, Pi, & Hu, 2019). The COVID-19 has created an extremely challenging situation for education systems.…”

Eye-tracking methodology in mathematics education research: A systematic literature review

“…Because we did not find potential blind spots for other domains, we did not consider it necessary or practical to include additional terms (e.g., geometry or statistical reasoning). 2 This meant that studies were not included that primarily addressed methodological questions (e.g.,Schindler & Lilienthal, 2017) or studies where gaze replays were used as stimuli, but that did not analyze the eye-tracking data itself (e.g.,Gallagher-Mitchell, Simms, & Litchfield, 2018;van Marlen, van Wermeskerken, Jarodzka, & van Gog, 2016van Wermeskerken, Litchfield, & van Gog, 2018;Wang, Pi, & Hu, 2018).3 Note that the review byLilienthal and Schindler (2019) included another 25 PME papers that we did not include in our review for the following reasons: 21 were short reports, 2 did not directly relate data to mathematics education, and 2 have since been published as journal articles that are included in our review.…”