教学视频中的教师在场效应及其调节因素:一系列元分析

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-11-01 DOI:10.1016/j.edurev.2023.100564
Maik Beege , Noah L. Schroeder , Steffi Heidig , Günter Daniel Rey , Sascha Schneider
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引用次数: 0

摘要

研究人员对教学视频中的社会线索在多大程度上影响学习和学习相关的结果和过程存在分歧。导师在场效应表明,教学视频中可见的导师会增加社交在场感,并在动机、社交在场感或情感等主观评级中获得更高的分数,但不会改善学习结果。相比之下,数字环境中学习的认知-情感-社会理论概述了社会线索如何不仅增强社会、情感和动机过程,而且可能促进学习结果。我们进行了一系列元分析,以探索教学视频中教师在场对保留、转移、社交在场、动机、认知负荷、影响和视觉停留时间的影响。荟萃分析包括35项研究,其中包括46项配对比较和6339名参与者。结果显示,包括视觉教练对保留结果的积极影响很小,具有统计学意义,但对转移表现没有显著影响。一个可见的教练也显著提高了社会存在感、情感和动机评分。此外,我们发现,可视教练显著减少了对相关视觉材料的停留时间,但也减少了对外部认知负荷的主观感知。在先验知识、教学领域以及教师规模方面可以发现显著的调节效应。
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The instructor presence effect and its moderators in instructional video: A series of meta-analyses

Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast, the Cognitive-Affective-Social Theory of Learning in digital Environments outlines how social cues not only enhance social, emotional, and motivational processes, but they also potentially promote learning outcomes. We conducted a series of meta-analyses to explore the effects of instructor presence in instructional videos on retention, transfer, social presence, motivation, cognitive load, affect, and visual dwell time. The meta-analyses include 35 studies, which contained 46 pair-wise comparisons and 6339 participants. Results revealed a small, statistically significant positive effect of including a visual instructor on retention outcomes, but no significant effect on transfer performance. A visible instructor also significantly enhanced social presence, affective, and motivational ratings. Furthermore, we found that a visible instructor significantly reduced dwell time on relevant visual material but also reduced subjective perception of extraneous cognitive load. Significant moderator effects could be found regarding prior knowledge, the instructional domain as well as the size of the instructor.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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