The Influence Of Pre-embedded Question And Its Feedback On Learning In Instructional Video

Instructional videos have become learners' preferred learning material as they can present information through multi-modal in the information age.According to statistics,there are about 800 universities around the world participating MOOCs and providing 9400 video lectures due to 2017.Although the high expectations for MOOCs,MOOC participation rates are lower than 6%and learners watch video lectures less than 6 minutes,regardless of total video length.Therefore,how to improve the learning effectiveness of video lectures has attracted many researchers and educators'attention.Leading in teaching through question is believed as an effective teaching strategy in traditional face-to-face teaching.Whether this teaching strategy is also effective in video lectures?and whether the video lectures with pre-embedded question are same effective to learners with different level of prior knowledge and learning motivation?The paper aims to answer the above research questions.In the dissertation,I begin with the analyzes and summarizes of the influence of interactive form of instructional videos and pre-embedded question on learning,and its boundary conditions,and thereby clarified research questions which will be answered in the following.On the basis of constructionism,thinking teaching theory,multimedia learning theory and cognitive conflict theory,it explores the influence of pre-embedded question and its feedback in instructional video on learners'learning,and respectively explores the interaction between different levels of prior knowledge and learning motivation.Then,it explores the effect of pre-embedded question and its feedback in instructional video on learners' attention and learning performance during learning by eye-tracking technique.Finally,it applies the instructional videos to the real class to test the findings above mentioned.The first study aimed to investigate the influence of pre-embedded question and its feedback on learning effect in instructional video,and reveals the cognitive mechanism.A total of 90 students were recruited from a university in Wuhan through an online bulletin,and all participants were randomly divided into three groups.Each participant needed to independently complete an instructional video learning task and related tests in this between-subject experiment design,and there were three types of videos same to the first study.All participants' attention during learning was explored by eye-tracking technique,and learning performance was examined through two paper tests,of which the short-term test was conducted immediately after eye-tracking,and the long-term test was conducted 45 days later.It found that the pre-embedded question without feedback in instructional video can effectively improve learning performance of learners both in short term and long term.In addition,this video lecture also facilitated focusing learners' attention on instructional content.The second study further explored whether there was an expertise reversal effect in the effects of learners' prior knowledge,embedded question and its feedback in instructional video on learners'learning.A total of 100 students were randomly recruited in the same way as the first study.According to their scores on prior knowledge test,all participants were divided into two groups averagely:the high level of knowledge group and the low level of knowledge group.With a 3*2 between-subject design,the independent variables were the types of instructional videos which the same to the first study,and participants' prior knowledge.Each participant was tested individually,who needed completing a prior knowledge test firstly,watching an instructional video randomly,and finally completing a learning performance test.All participants' attention during learning was recorded by eye-tracking technique,and learning performance was investigated through a paper test,which include retention and transfer.The results showed that there was a significant interaction between learners' prior knowledge and type of instructional videos.For learners with low level of prior knowledge,pre-embedded question without feedback in instructional video produced a better learning performance.However,for learners with high level of prior knowledge,it didn't.In another words,there was an expertise reversal effect in the effects of learners' prior knowledge,pre-embedded question and its feedback in instructional video on learners' learning.The third study to exam whether there was a moderating effect of learning motivation on the effect of pre-embedded question and its feedback in instructional video on learners' learning.A total of 100 students were randomly recruited in the same way as the first study.According to their scores on the learning motivation questionnaire,all participants were divided into two groups on average:the high level of motivation group and the low level of motivation group.With a 3*2 between-subject design,the independent variables were the types of instructional videos which the same to the first study,and level of participants' motivation.Each participant was tested individually,who needed completing a prior knowledge test firstly.The following procedures were the same as the second study The results show that pre-embedded question in instructional video significantly facilitated the learning performance and efficiency of visual searching of learners with high motivation.It indicated that learners with a high level of motivation need more scaffolding in video lectures.The last study was to explore the effect of pre-embedded problems in instructional video on learners' learning performance and psychological mechanism in real video lectures,and further examine the findings of above studies.A follow-up study was carried out on two parallel classes of the course of instructional system design of sophomore in Wuhan by handy sampling.With a 2*2*2 between-subject experiment design,the independent variables were the types of instructional videos,learners' prior knowledge and level of learning motivation.Among them,types of instructional videos were the same as that of the first study,respectively,and learners' prior knowledge and level of learning motivation were the same as that of the second and the third study.Each participant only needed learning one type of video,and each class was a group.At first,each participant needed completing the learning motivation scale online,and the following procedures were carried out in the real class,which the two classes were consistent.Participant' learning performance was investigated in a paper test.According to the research,it was found that learners' prior knowledge affected the design effect of pre-embedded question in instructional video,while level of their learning motivation did not,which further verified the findings above mentioned.Based on the above studies,it makes the following conclusions:(1)pre-embedded question without feedback in instructional video can significantly facilitate learners' learning performance.This design strategy also helped focus learners' attention on question related,even all instructional content.(2)There was an expertise reversal effect in the impact of learners' prior knowledge,embedded question and its feedback in instructional video on learners' learning.For learners with low level of prior knowledge,pre-embedded question without feedback in instructional video not only improved their learning performance,but also their concentration.(3)Level of learners' learning motivation played an important moderator in the effect of instructional video design on their learning performance.When learning instructional video in which pre-embedded question without feedback,learning performance and efficiency of visual search of learners with high level of learning motivation were significantly improved.The innovation of the dissertation as follows:eye movement indicators such as total fixation time and first fixation arrival time were used to reveal pre-embedded question and its feedback in instructional video,as well as the interaction between learners' individual differences and different types of resource on learners,which expanded the research depth of instructional video.The dissertation combined experimental and instructional practice to verify the findings in many ways,improved the generalizability of the conclusions.The contribution to instructional design was that learners' engagement and learning performance can be facilitated by creating situations with question before knowledge when video lectures designing.