Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels?

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2025-01-07 DOI:10.1111/jcal.13116

Qian Huangfu, Qianmei He, Sisi Luo, Weilin Huang, Yahua Yang

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Abstract

Background

Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video lectures.

Objectives

We tested whether prior chemistry knowledge moderated the impact of teacher enthusiasm on students' chemistry learning during video lectures.

Methods

One hundred and forty-two Grade 7 (low-prior chemistry knowledge) and Grade 9 (high-prior chemistry knowledge) Chinese students engaged with this research. Each group of students was randomised into viewing a video lecture with either a low or high degree of teacher enthusiasm. Outcomes were assessed by attention allocation, learning performance, cognitive load, learning satisfaction and student engagement.

Results and Conclusions

Our findings revealed significant benefits of teacher enthusiasm and also showed that prior chemistry knowledge could moderate the impact of teacher enthusiasm on students' attention and cognitive outcomes (cognitive load and transfer). Visual attention mediates the effects on transfer. For students with low prior knowledge, there is more focus on the learning content, lower extraneous cognitive load, and higher transfer scores when watching videos with high levels of teacher enthusiasm; however, students with high prior knowledge do not show these differences. In addition, high prior chemistry knowledge had a significant beneficial impact on the motivational outcomes of the students (satisfaction and engagement).

Implications

The results suggest that teacher enthusiasm in a video lecture may affect students' chemistry learning, and students' prior chemistry knowledge should be considered when choosing whether to display teacher enthusiasm.

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无论学生的化学知识水平如何，教师的热情是否有助于学生在视频讲座中学习化学？

有老师在场的视频讲座已经变得越来越普遍。由于教师热情是视频教学中的一种非语言线索，因此越来越多的研究开始关注这一问题。然而，关于教师学习视频课程的积极性与先验知识之间的相互作用的研究却很少。目的探讨化学知识的先验是否能调节教师教学热情对学生化学学习的影响。方法对142名中国七年级（低优先化学知识）和九年级（高优先化学知识）学生进行研究。每一组学生都被随机分配观看一段视频讲座，教师的热情程度有高有低。结果通过注意分配、学习表现、认知负荷、学习满意度和学生参与度来评估。结果与结论本研究发现教师热情对学生的注意力和认知结果（认知负荷和认知迁移）有显著的促进作用，同时教师热情对学生的认知结果（认知负荷和认知迁移）有调节作用。视觉注意调节对转移的影响。对于低先验知识的学生，在观看教师热情高的视频时，他们对学习内容的关注程度更高，外部认知负荷更低，迁移分数更高；然而，高先验知识的学生没有表现出这些差异。此外，高先验化学知识对学生的动机结果（满意度和参与度）有显著的有益影响。结果表明，教师在视频教学中的热情会影响学生的化学学习，在选择是否表现出教师的热情时，应考虑学生已有的化学知识。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope