The Impact Of Social Interactive Role And Professional Knowledge Level In Online Instructional Video On Learning And Its Attention Mechanism

With the development of information technology,online teaching has already become an important way of learning in people's lives,in which instructional video is the main form of online teaching.Social interaction in online instructional videos plays an important role in improving learners' learning achievement.Current studies of social interaction mainly focus on the characteristics,influencing factors,optimization methods and their roles of social interaction.Few studies have explored the impact of social interaction on online learning from the perspective of the role of social interaction and its professional knowledge level.Therefore,based on social comparison theory and social constructivism learning theory,this study explores the impact of the role of social interaction with learners and their professional knowledge level on the learning effect,satisfaction,social existence,cognitive load and attention distribution of learners in online instructional videos.In experiment 1,56 college students were selected as participants to explore the influence of the role of social interaction(teachers or classmates)on learners' learning in online instructional videos by eye tracking technology and questionnaire survey.The results show that:(1)The role of social interaction significantly affects learners'knowledge transfer performance.Specifically,learners who interact with their classmates achieve better results in knowledge transfer than those who interact socially with teachers;(2)learners who interact socially with different roles have different attention distribution.Specifically,learners who interact with their classmates pay more attention to the content of social interaction and the whole video.On the basis of experiment 1,with 75 undergraduates as experiment participants,experiment 2 explored the influence of professional knowledge level of social interaction roles(high-level students,equal-level students,low-level students)on learners'learning in online teaching videos by using eye tracking technology and questionnaire survey method.The results show that:(1)Professional knowledge level of social interaction roles significantly affects learners' knowledge transfer performance.Specifically,learners who interact 1 with high-level students are better at knowledge transfer than those who interact with low-level and the equal-level students,while there is no significant difference in knowledge transfer performance between learners who interact with the equal-level and low-level students;(2)The attention distribution of learners who interact with different levels of professional knowledge is different.Specifically,the learners who interact with high-level students pay more attention to the knowledge explanation parts.Based on the results of this study,the following conclusions can be drawn:(1)different social interaction roles have different effects on learners' learning,and learners who interact with their classmates have higher knowledge transfer performance and pay more attention to social interaction content and the whole video;(2)different professional knowledge levels of social interaction roles have different effects on learners'learning.The learners who interact with high-level students have higher knowledge transfer performance and pay more attention to the knowledge explanation parts.The results of this study enrich the relevant content of social interaction research,and broaden the research perspective of related elements in online instructional videos.At the same time,it enriches the application of social comparison theory and social constructivism theory in instructional videos.The purpose of this study is to explore what kind of social interaction can have a better impact on learners' learning effect,so as to make a modest contribution to the optimization of social interaction in online instructional video,and to provide some reference for the design of social interaction function in online video learning platform.