Effects of In-video Questions and Feedback on Learning Performance

被引：0

作者：

Xie Yaohui ^{[1
]}

Yang Jiumin ^{[1
]}

Pi Zhongling ^{[2
]}

Dai Chenyan ^{[1
]}

Liu Caixia ^{[1
]}

机构：

[1] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China

[2] Shaanxi Normal Univ, Minist Educ, Key Lab Modern Teaching Technol, Xian 710062, Peoples R China

来源：

FRONTIERS OF EDUCATION IN CHINA | 2022年 / 17卷 / 01期

基金：

中国国家自然科学基金;

关键词：

instructional videos; embedded questions; feedback; prior knowledge; learning performance; attention allocation; expertise reversal effect; eye-tracking; EXPERTISE REVERSAL; BENEFITS; RECALL;

D O I：

10.3868/s110-007-022-0004-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：46 / 68

页数：23