The Influence Of Instructor’s Gestures And Gaze Guidance On Learner Learning In Teaching Videos:expertise Reversal Effect

The rise of massive open online courses(moocs)is fueling the rapid growth of online learning as an increasingly common way of learning.As an important learning resource of moocs,teaching video has gradually become a research hotspot of online learning.Teaching video is loved by learners because of its dynamic visualization characteristics,but its transient characteristics may lead to additional cognitive load and hinder learning.Studies have shown that learning can be improved by guiding learners to pay attention to important information in the video.This kind of guidance can be a visual change in the learning content,or it can be guided by the teacher with gaze or gestures.In addition,a large number of studies have shown that learners’ prior knowledge level will affect their cognitive processing methods and attentional distribution patterns.To sum up,based on cognitive load theory and social attention effect,this study discusses the influence of teachers’ guidance mode and learners’ prior knowledge level on their learning effect,attention distribution,cognitive load and learning satisfaction in teaching video.This paper uses eye tracking technology to explore the influence of teacher guidance methods and learners’prior knowledge level on their learning effects and attention distribution in teaching video.In this study,196 college students were randomly recruited as subjects,and the experiment was conducted using the two-factor group design of 4 guidance methods(1 without guidance,2 with gaze only,3 with gesture guidance only,4 with gaze and gesture guidance)×2 prior knowledge level(high-experience,low-experience).The results show that:(1)the prior knowledge level of learners significantly affects the learner’s learning effect,and the retention score and transfer score of high-experience learners are significantly higher than those of low-experience learners;(2)teachers’ gesture guidance can effectively promote the retention scores and transfer scores of low-experience learners,but it can only promote the retention scores of high-experience learners;(3)the gesture guidance of the teacher can effectively improve the visual search efficiency and fixation duration in the interest area of the low-experience learners,but can only improve the visual search efficiency of the high-experience learners;(4)gaze has no effect on the learning effect of all learners and attention distribution of the low-experience learners,but it will reduce the fixation time of the high-experience learners to the interest area.Through the above experiments,the results show:(1)teachers’ gesture guidance can promote the learning effect oflow-experience learners(including knowledge retention and knowledge transfer),effectively improve their visual search efficiency,and help them focus on the teaching content;For high-experience learners,gesture guidance can only effectively promote their knowledge retention and improve their visual search efficiency;(2)teachers’ gaze cannot improve learners’learning effect and visual search,and it has a negative impact on the attention time of high-experienced learners in the interest area,which is not conducive to their concentration on the teaching content.This study focuses on the interaction between the teacher’s guidance method and the learner’s prior knowledge level in the teaching video.It is found that the teacher’s gesture guidance and the learner’s prior knowledge level can effectively improve their academic performance.The research conclusions enrich the research on online learning and improve the relevant teaching design principles,and has certain reference significance for the design and development of teaching videos in online learning and teaching practice.