The Influence Of Teacher’s Visual Anonymity On Learners’ Achievement And Satisfaction In Live Courses

Online education technology is advancing by leaps and bounds,which has brought about the rapid development of the field of online learning.Accepting knowledge on the Internet has become an important manner for more and more learners to acquire knowledge.With the development of online synchronization technology,especially under the promotion of the policy of "classes suspended but learning continues" at the beginning of 2020,online synchronization classrooms,have won the majority teacher with their stronger interactivity and authenticity closer to offline classrooms.In the process of teaching,teachers are the important resource and play a leading role.The appearance of teachers’image in the teaching classroom will increase learners’ satisfaction and student’s participation.In synchronized online classrooms,teachers mainly through by two different ways of visual anonymity:turning on the camera(non-visual anonymity)and not turning on the camera(visual anonymity).Synchronized online classrooms have created a new teaching atmosphere,but still faces problems such as the student lack of self-control and insufficient interactive communication with teachers and other participant,which restricts the improvement of teachers’ teaching quality.In this new situation,how to participate in the class can promote the improvement of online education quality is a question worth pondering.Above all,this research uses three experiments to deeply explore the influence of teachers’ visual anonymity on learners’ learning in online synchronized classrooms.Study 1 uses a design of 2(visual anonymity of teachers:yes/no)× 2(visual anonymity of learning peers:yes/no)to explore the influence of teachers’ visual anonymity on learner satisfaction and academic performance and the interaction between learning peer’ visual anonymity and teachers.The research found that:(1)Teachers have no visual anonymity will improve learners’ academic performance,but will not affect learners’satisfaction.(2)The different visual anonymity for learning peers will not affect learners’academic performance and satisfaction.(3)The visual anonymity of the teacher and the learning partner has an interactive effect on learning satisfaction.When the teacher is not visually anonymous,the non-anonymous participation of the learning partner will bring higher learning satisfaction,but when the teacher is visually anonymous,Whether the learning partner is visually anonymous will not affect the learner’s satisfactionStudy 2 explored the moderating effect of learners’ personality traits(extraversion and neuroticism)on the influence of teacher’s visual anonymity on learner satisfaction and academic performance.The study found that:(1)The neuroticism level of learners can regulate the effect of teacher’s visual anonymity on learning satisfaction.That is,for learners with lower neuroticism levels,the teacher’s visual anonymity will not affect their satisfaction.But learners with higher levels of neuroticism will feel higher satisfaction when the teacher is visually anonymous.(2)The level of learners’ neuroticism has no moderating effect of the influence of teachers’ visual anonymity on academic performance.(3)The learner’s extraversion has no moderating effect on the influence of the teacher’s visual anonymity on the learner’s satisfaction and academic performance.Study 3 uses Near-Infrared Hyper scanning to explore the influence of teachers’different visual anonymity on the synchronization of teacher-student brain activity in the teaching process.The study found that:(1)In the process of synchronized teaching,teachers’ visual anonymity caused no differences in the brain regions of the ’teacher and student,which resulted the active in the Frontal eye fields,Left dorsolateral prefrontal cortex,Dorsolateral prefrontal cortex,Broca’s area,Area sub centralis,Left temporo-parietal junction area,Frontal polar area.(2)As synchronization of teacher-student brain activity,under the condition of non-visual anonymity of the teacher,the synchronization between the teacher and student’s brain in the Left Temporo-Parietal Junction Area is significantly higher than that of the teacher’s visual anonymity.