Research On The Effect Of Teachers' Screen Image In Micro Course By Eye Movement Experiment

According to relevant research,teachers in video have a correlation between the cognitive load and attention distribution of learners,which has certain influence on learners' learning effect.This study adopts eye-tracking technology to study the influence of the image size of the teacher's image and the presentation of the teacher's image on the cognitive load and attention distribution of the learner in order to provide relevant suggestions for the design and production of the micro lesson.Experiment 1 explored the impact of teacher's scene on learners' cognitive load and attention distribution.Based on the experimental purpose,the author makes the hypothesis that the larger the scene of the micro-course teacher,the higher the learner's cognitive load;The image of teachers in micro-course has significant influence on learners' eye movement behavior;There are significant differences in the attention distribution among learners.This experiment is divided into three groups,with 45 subjects in total.Prior to the experiment,the subjects were required to complete the main eye test in lab no.1(for questionnaire completion and waiting)before completing the test volume and no.2 laboratory(eye movement laboratory).Eye movement data showed that there was a significant difference in the proportion of fixation time among the total interest(F=4.801,P=0.013<0.05),and average fixation time scale from high to low is: the Long-shot teacher image group,the Medium-shot teacher image group,the Close-shot teacher image group;In the content interest area,the proportion of fixation time was significantly different(F=3.655,P=0.035<0.05),and average fixation time scale from high to low is: the Long-shot teacher image group,the Medium-shot teacher image group,the Close-shot teacher image group;In the teacher image area of interest,the difference in the total number of fixations was extremely significant(F=6.001,P=0.005<0.01),the average of the total number of gazing from high to low is: the Close-shot teachers image group,the Long-shot teacher image group,the Medium-shot teacher image group,and the average fixation time was significantly different(F=3.819,P=0.030<0.05),the average of the average time of the watch is from high to low: the Medium-shot teacher image group,the Long-shot teacher image group,the Close-shot teachers image group.Experiment 2 explored the influence of the presentation style of teachers on the cognitive load and attention distribution of learners.Hypothesis: When the image of micro-class teacher is presented indirectly,the cognitive load of learners is lower;Different ways of presenting images of micro-course teachers have significant effects on eye movement behavior of learners;There is a significant difference in the attention distribution of learners between different ways of presenting micro-course teachers' images.A total of 30 participants participated in the experiment,and 15 participated in the " continuous presenting teacher image group " and 15 participants participated in the " indirect presentation of teacher image group".In the experiment,the " continuous presenting teacher image group " micro-curriculum video from the experiment " the Medium-shot teacher image group ".Except for changing the presentation mode of the microteacher's image,the experimental materials,experimental equipment,experimental procedures,and experimental analysis methods were the same as those of experiment 1.In the second experiment,the results of eye movement data analysis were not significant.Among them,in the content area of interest: The total number of fixations analysis of variance showed P=0.285>0.05,and the average analysis showed that the indirect presentation of teacher image group was higher than the continuous presenting teacher image group;the results of analysis of the proportion of fixation time showed that P=0.923>0.05,and the average analysis results showed that the continuous presenting teacher image group was always higher than the indirect presentation of teacher image group;the analysis of the mean fixation time variance shows P=0.972>0.05,and the average analysis result shows that the continuous presenting teacher image group is always higher than the indirect presentation of teacher image group.Combined with the results of multimedia cognitive learning theory,cognitive load theory,attention theory and data analysis in this study,the author draws the following conclusions: First,the size of the teacher's image scene in micro lessons has an effect on the cognitive load of learners and has a significant impact on the learner's attention.Dajingbe's(full shot)teacher image has the greatest influence on learners' cognitive load.Mid shot(medium shot)teacher image has the least influence on learners' cognitive load.When the image of micro-course teacher is different,there is a significant difference in the attention allocation of learners.When the image of close-range teachers is presented,the attention of learners is extremely affected by the image area of the teacher,but there is relatively little attention to the content area;When the middle-shot image of the teacher is presented,the average time of the learner watching the image area of the teacher is the longest and the effect is significant.Second,the mode of teacher image presentation has an influence on learners' cognitive load and attention distribution.Indirect presentation of teacher image has a higher impact on learner's cognitive load than teacher image,but the difference is not significant.The presentation of teacher image has no significant effect on the size and concentration of learners' attention.In addition,the indirect presentation of the teacher image is better than the continuous presentation of the teacher image for the learner's transfer performance,and the effect is significant.