The Impact Of Cue Types In Instructional Video And Learners' Level Of Previous Knowledge On Their Learning Performance

With the advancement of education informatization,instructional videos have become an important means for learners.However,the dynamic and complex features of instructional video may increase the difficulty of learning.Adding cues to instructional videos can guide learners' attention,thereby reducing their perceived difficulty in learning,and ultimately promoting their learning effects.There were some studies found that different types of cueing played different roles in cognitive processing,and also had different effects on learners' learning outcomes and attention guidance.In addition,the level of previous knowledge of learners also affects their learning outcomes and distribution of attention in instructional videos.Based on the cognitive load theory,this study explored the effects of different types of cueing and learners' previous knowledge on the effectiveness of instructional video learning,attention allocation,learning satisfaction and cognitive load.This study used eye tracking technology and questionnaire surveys to exajmine the impact of cue types in instructional video and learners' level of previous knowledge on their learning performance.In this experiment,63 college students were randomly recruited as participants.The experiment used two types of cueing(visual cues,verbal cues)x 2 previous knowledge and experience level(the high experienced,the low experienced)two-factor mixed design.The results showed that:(1)The learners' level of previous knowledge significantly affected the effects of knowledge retention and knowledge transfer.The higher the level of experience of participants,the better their retention and transfer results;(2)The learners'level of previous knowledge significantly affected the participants' cognitive load.The higher the level of experience of participants,the lower they perceived the cognitive load.(3)For the low-experience knowledge level learners,the presence of visual cues significantly improved their transfer performance and satisfaction,and increased the number of fixations and average gaze duration in the area of interest;(4)For high-experience knowledge level learners,when the instructional video presented visual cues,they allocated more attention to key learning content.Based on above study,the author drew the following conclusions:(1)The learners'level of previous knowledge influenced their learning effect in instructional videos.Specifically,learners with higher levels of previous knowledge had better learning effects.(2)The learners' level of previous knowledge influenced their cognitive load in instructional video learning.Specifically,learners with higher levels of previous knowledge perceived lower cognitive load;(3)Visual cueing in instructional videos was more conducive to improving the learning effect of learners with low knowledge experience;(4)Visual cueing guided learners with higher levels of previous knowledge to allocate more attention to key information.This paper explored the common impact of cue types in instructional video and learners' level of previous knowledge on their learning performance.Based on the experiment,we have confirmed that the visual cueing and the learners' high level of previous knowledge could promote the learning effect.This result may help educational practitioners,researchers,and instructional designers to rationally use cueing principle,enrich research on instructional videos,and expand multimedia learning theory.