Instructors' pointing gestures improve learning regardless of their use of directed gaze in video lectures

被引：58
|
作者：
Pi, Zhongling [1 ]
Zhang, Yi [2 ]
Zhu, Fangfang [2 ]
Xu, Ke [2 ]
Yang, Jiumin [2 ]
Hu, Weiping [1 ,3 ]
机构：
[1] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, Minist Educ, Key Lab Modern Teaching Technol, Xian 710062, Shaanxi, Peoples R China
[2] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China
[3] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100000, Peoples R China
来源：
COMPUTERS & EDUCATION | 2019年 / 128卷
基金：
中国博士后科学基金; 中国国家自然科学基金;
关键词：
Teaching/learning strategies; Multimedia/hypermedia systems; Pedagogical issues; Post-secondary education;
D O I：
10.1016/j.compedu.2018.10.006
中图分类号：
TP39 [计算机的应用];
学科分类号：
081203 ; 0835 ;
摘要：
Empirical research to date has not distinguished the effects of the instructor's pointing gestures from directed gaze in video lectures. This study tested the hypothesis that the pointing gesture is superior to directed gaze in enhancing video lecture learning. Participants (n = 120) watched one of four types of video lecture in which the instructor either (a) looked straight into the camera with no gaze shift and without pointing gesture; (b) made occasional gaze shifts and without pointing gesture; (c) looked straight into the camera with no gaze shift and pointed to the relevant areas of the slide; or (d) made occasional gaze shifts accompanied by pointing gestures towards the slides. ANOVAs found that students in the conditions that included the instructor's pointing gesture showed better learning performance, more efficient visual search, and greater attention to the learning content that the instructor was referring to, regardless of her use of directed gaze. The implication for education is that instructors should use pointing gestures, with or without directed gaze, to guide students' attention and improve their learning in video lectures.
引用
收藏
页码：345 / 352
页数：8
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