Research On The Influence Of Instructional Video Embedded With Reflection Strategy On Learner Learning

With the development of Internet technology,the use of teaching videos to learn to enter people's lives,and due to the fragmentation of teaching video,visualization,and no time and space constraints,this approach has gradually developed into a mainstream learning method.However,it is precisely the above characteristics of teaching videos that create a breeding ground for shallow learning.In this study,we analyzed a large number of related literatures and found that research on teaching videos at home and abroad has mainly focused on video production methods,video interface design,and video interactivity design.Among them,annotations in interactive design are considered to be conducive to students' reflection and can effectively improve shallow learning problems,but the complexity of its production has led to greater pressure on video design makers.Therefore,this article adopts another perspective to introduce the strategy of effectively promoting students' reflection in the traditional classroom into the teaching videos.It tries to effectively promote the instant reflection of the teaching video learners after learning by using a simpler and more convenient method,so as to solve the shallow learning problems caused by video teaching.In this paper,through three experimental studies,the effects of whether there is a reflection strategy and different reflective strategies on learner learning effectiveness and cognitive load are discussed.The effects of different reflective strategies on learner learning process and the mediating effects of learning process indicators are reflected in the strategy and learning;The differences in the emotions of the same learner during the general learning and reflection process,which is the effect of reflection on the learner's mood.Through experimental research,this article draws the following conclusions:(1)Compared with the situation without reflective strategies,embedding reflective strategies after teaching videos is beneficial to enhance learners' knowledge transfer and application skills.At the same time,there is no significantly affected on overall cognitive load,external cognitive load and internal cognitive load for learners;(2)The two reflection strategies of "reflexive notes" and "critical questions" have different effects on learners;learning.The two have no significant differences in the impact on learners'near-migration ability.However,for the learner's ability to migrate far away,the "critical problem" strategy has a more effective effect.At the same time,compared to the non-reflective situation,the "critical problem" strategy helps to enhance the learner's relevant cognitive load,that is,to increase the learner's efforts to learn;(3)The two reflection strategies of "reflexive notes" and "critical questions" have significant differences in the effects of learners on the total eye gaze,total gaze,average gaze time,etc.At the same time,the total number of fixations has a certain mediating effect between reflective strategies and learning effects.However,there are no significant differences in the influence of the two reflection strategies on the physiological indicators of learner's emotions such as skin power and skin temperature during the process of learner's reflection.(4)In the course of general learning and reflection of the same learner,there are significant differences in physiological indicators such as skin electricity,skin temperature,etc.,and both values of physiological indicators in the process of reflection have been increased.It shows that reflection can effectively stimulate the positive emotions of learners.