The Cognitive Neural Mechanism Of Peer’s Type Of Presence Affecting Video Learning

With the development and popularity of multimedia technology,information technology and Internet plus education,video learning has become one of the most important learning forms for learners.Video as an important learning resource has become the focus of researchers’ attention:how to improve the learning effect of video and increase the sense of participation of learners.As an important way of social interaction,what impact does the type of peer presence have on learners’ video learning?Based on social facilitation theory,social inhibition theory,cognitive load theory and meta-cognition theory,the study aims to explore the influence of different types of peer presence on learners’ video learning and its internal cognitive neural mechanism from the perspective of social psychology and cognitive neuroscience.With 23 college students as subjects,the study adopted within subjects design,use of EEG technology and experimental research,aims to examine the presence of different types of peer identity(monitor,co-actor,none)on the video learning effect(including instant learning effect,problem solving time,delay learning effect three aspects),the cognitive load,learning motivation,meta-cognition,learning satisfaction,peer intimacy relationship and the influence of the internal mechanism of cognitive neuroscience.The results show that:(1)Compared with the peer monitor and the peer co-actor,learners with no peers present have better learning effects in video learning.At the same time,compared with the peer co-actor,when the peer is present as the monitor,the learners’ problem solving time is reduced.(2)There was no significant difference in the cognitive load of learners when their peers were present with different types of identities;(3)Compared with the peer monitor,the peer co-actor can significantly increase learners’ interest in video learning;(4)There is no significant difference in learners’ meta-cognition when peers are present with different types of identities;(5)Compared with the peer monitor,the presence of the peer as a co-actor resulted in higher learning satisfaction and a higher sense of peer intimacy;(6)Compared with the presence of the peer as a monitor,the presence of the peer as a co-actor significantly increased the brain wave oscillations in the theta band of fronto-central and parietal regions during the video viewing stage.Compared with the none,the presence of a peer as a co-actor significantly increased the alpha and theta band oscillations during the knowledge reconstruction stage.Based on the above results,the conclusion of this paper is that adult learners can obtain the most significant learning effect in video learning when the difficulty of the video is high and there is no peer present.In the presence of peers,compared with the presence of the peer as a monitor,the presence of the peer as a co-actor can increase learners’ interest in video learning,improve learners’ learning satisfaction,increase social interaction,sense of participation,and EEG power of intracranial theta wave.This study combines the relevant research,knowledge and theories of social psychology,educational technology and cognitive neuroscience to conduct an empirical study on the influence of the type of peer presence on learners during video learning.The results enrich the application research of peer presence in video learning and expand the correlation between the theories of peer presence in social interaction and social facilitation.At the same time,the internal cognitive neural mechanism is revealed,which provides a reference for the design of peer activities in video learning.