教学视频中的教师手势起作用了吗?——基于2000-2021年40篇实验和准实验研究的元分析

Does Instructor’s Gesture Take Effect in Instructional Videos?——Based on the Meta-Analysis of 40 Experimental and Quasi-Experimental Studies from 2000 to 2021

教师手势作为教学视频中教师社会交互的重要方式,其在提高学习效果、有效引导注意和降低认知负荷上是否具有稳健性,目前大量实证研究的结论并不一致。为此运用元分析方法,分别探讨了教师手势的不同类型、视频知识类型、先验知识水平、视频时长等对学习者学习效果、注意引导和认知负荷的影响机制及其边界条件,结果表明:(1)教学视频中加入教师手势能显著提高学习者的保持测验成绩(g=0.511)和对兴趣区的注视时间(g=0.373);然而,教师手势对学习者的迁移测验成绩(g=0.168)和认知负荷(g=-0.075)的影响不显著。(2)在保持测验成绩上,教学视频中教师手势的效果受到手势类型、学习者年龄和视频时长的调节作用,具体而言,混合手势、指示性手势、描述性手势的促进作用显著大于节拍性手势;随着视频时长的增加,教师手势对保持测验成绩的促进效果呈上升趋势;随着学习者年龄的增加,教师手势对保持测验成绩的促进效果呈下降趋势。而视频的知识类型、学习者的先验知识水平在教师手势对保持测验成绩上的调节作用不显著;在迁移测验成绩、注视时间和认知负荷上,也未发现存在显著的调节作用。因此,教师在进行教学视频设计时,应综合考虑学习者年龄和视频时长等因素,主动使用不同类型的教师手势,以提升视频教学的质量。

Instructor’s gesture is a vital form of social interaction in instructional videos.However,there is still no consistent conclusion about gesture’s effect on improving learning performance,guiding attention and reducing cognitive load.In this study,with the meta-analysis method,we analyzed the effect of different types of instructor’s gesture,knowledge type of videos,learners’prior knowledge level and video duration on learning performance,attention guiding,and cognitive load.The results showed that:(1)Instructor’s gesture significantly enhanced learners’retention scores(g=0.511)and fixation time of the area of interest(g=0.373).However,instructor’s gesture had no significant effect on transfer scores(g=0.168)and cognitive load(g=-0.075).(2)Moderator analyses indicated that the effect of instructor’s gesture on retention scores was moderated by types of gesture,learners’age and video duration.Specifically,compared with beat gesture,mixed gesture,pointing gesture and descriptive gesture significantly enhanced learners’retention scores.With the increase of the video duration,the promotion effect of instructor’s gesture on the retention scores increased.With the increase of learners’age,the promotion effect of instructor’s gesture on the retention scores decreased.However,the knowledge type and learners’prior knowledge level had no significant moderate effect on instructor’s gesture to retain scores.And the transfer scores,fixation time and cognitive load also have no significant moderating effect.When designing instructional videos,factors such as learners’age,video duration and so on should be considered comprehensively,and different types of gesture can be actively used to improve the instructional effectiveness of videos.