The eye-tracking technology was used in this study to investigate the effects of embedded questions and feedback in instructional videos on learning performance and attention allocation and whether an expertise revers...The eye-tracking technology was used in this study to investigate the effects of embedded questions and feedback in instructional videos on learning performance and attention allocation and whether an expertise reversal effect existed.The experiment involved 49 learners with high-level prior knowledge and 45 ones with low-level prior knowledge from a university.Meanwhile,they learned instructional videos with no embedded feedback,embedded questions without feedback and embedded questions with feedback.Findings from the experiment showed that the instructional videos with embedded questions but without feedback not only improved the participants’attention but also enhanced their learning performance.Furthermore,there was an expertise reversal effect on the learning performance whereby instructional videos with embedded questions but without feedback improved the learning performance of learners with low-level prior knowledge,but not those with high-level prior knowledge.展开更多
基金This article is the research result of the project sponsored by National Natural Science Foundation of China(Cognitive Neural Mechanism and Application of Social Interaction on Instructional Video Teaching and Learning,Project No.:61877024)the project sponsored by Humanity and Social Science Research Planning Fund of the Ministry of Education(Cognitive Neural Mechanism and Application of Embodied Clue on Instructional Video Learning,Project No.:19XJC880006).
文摘The eye-tracking technology was used in this study to investigate the effects of embedded questions and feedback in instructional videos on learning performance and attention allocation and whether an expertise reversal effect existed.The experiment involved 49 learners with high-level prior knowledge and 45 ones with low-level prior knowledge from a university.Meanwhile,they learned instructional videos with no embedded feedback,embedded questions without feedback and embedded questions with feedback.Findings from the experiment showed that the instructional videos with embedded questions but without feedback not only improved the participants’attention but also enhanced their learning performance.Furthermore,there was an expertise reversal effect on the learning performance whereby instructional videos with embedded questions but without feedback improved the learning performance of learners with low-level prior knowledge,but not those with high-level prior knowledge.
