视频教学中教师的眼神注视能否促进学习?

Can Instructors' eye gaze promote video learning?

教师的眼神注视是在视频学习中重要但易被忽视的元素。以往理论存在两种对立的观点:其中准社会交往理论和社会代理理论支持教师的眼神注视促进学习;而基于多媒体学习认知理论与认知负荷理论认为教师的眼神注视会阻碍学习效果。通过汇总以往实证研究得出如下结论:首先,教师的眼神注视对学习效果具有小的促进效应,即教师的眼神注视能够促进学习者的保持成绩(d_(保持)=0.41)和迁移成绩(d_(迁移)=0.39);其次,在主观体验上,教师的眼神注视对准社会交往也具有小的促进效应(d_(准社会交往)=0.35),而教师的眼神注视对认知负荷影响十分微弱(d_(认知负荷)=−0.02);最后,在对学习材料的注意加工上,教师的眼神注视总体上影响比较微弱(d_(注视时间)=0.06,d_(首次注视时间)=−0.15)。未来研究需要对不同注视类型、先前知识经验、学习材料性质以及认知神经方法进一步探究。

The instructor's eye gaze is an important but easily overlooked element in video-based learning environments.From a theoretical perspective,there are two opposing views to explain the effect of eye gaze on video-based learning.Parasocial interaction theory and social agent theory suggest that eye gaze facilitates learning;while the cognitive theory of multimedia learning and cognitive load theory argue that eye gaze hinders learning.We found that eye gaze has a small but reliable facilitative effect on learning outcomes.Specifically,we found that eye gaze promotes learners'retention(d_(retention)=0.41)and transfer(d_(transfer)=0.39).In addition,eye gaze also has a small facilitative effect on parasocial interaction(d_(parasocial interaction)=0.35)in terms of subjective experience,while eye gaze has weak effect on cognitive load(d_(cognitive load)=–0.03).We also found that eye gaze had a relatively weak effect on the processing of learning material(d_(fixation time)=0.06,d_(first fixation time)=–0.15).Future research needs to further explore different gaze types,prior knowledge experiences,the nature of the learning material,and cognitive-neural approaches.