Research On The Influence Of Teachers’ Presentation On College Students’ Video Learning Effects

With the advancement of technology,teaching videos are widely used in various educational activities because of their multi-channel dynamic presentation of learning content,and have become the most frequently used and largest-scale multimedia learning resources.However,since most video resources are usually produced based on teachers’ or video producers’ own preferences and personal experience,lack of scientific theoretical guidance,resulting in uneven quality of video resources and unsatisfactory application effects.Therefore,how to scientifically and effectively design and present video elements is the key to improving the quality of teaching videos.Among them,teacher image is one of the important design elements in video production.Whether it is presented or not and how to present it can enable learners to obtain the best learning effect have become a hot issue that researchers pay attention to.Based on cognitive load and multimedia learning cognition theory,this research uses the combination of eye movement experiment and questionnaire survey method to systematically explore the different teacher image presentation forms(no teacher presentation,teacher intermittent presentation,teacher continuous presentation)on video learning effects(cognitive load,attention distribution,cognitive effect)of college students,in order to summarize the design principles of teacher image presentation in line with the laws of college students’ visual cognition,to provide strategic support for the scientific design and production of teaching videos,and then improve and optimize the quality of teaching videos and enhance the learning effect of videos.First,through studying relevant literature,the research clarifies the core connotation of teaching videos,teacher presentation and learning effects,clarifies the development status of the research on the impact of teacher presentation on learning effects,determines the research questions of this paper and puts forward research hypotheses.Secondly,this paper investigates and analyzes the status of teacher image presentation design in 346 video courses on mainstream MOOC platforms at home and abroad,summarizing the production characteristics of current teaching videos and the three main presentation forms of teacher presentation design,which provides guidance for the follow-up eye movement experiment videos’ production.Then,two rounds of eye movement experiments were carried out with 83 college students as subjects.The two rounds of experiments adopted a three-level single-factor experimental design,including three dependent variables cognitive load,attention allocation and cognitive effect.The research revised and compiled the cognitive load scale and the cognitive effect questionnaire as measurement tools to collect the questionnaire data required for the experiment,and at the same time used eye tracking technology to monitor students’ attention in order to reveal the rules of visual cognitive processing of students in the process of video learning.Finally,the collected questionnaires and eye movement data are comprehensively analyzed to verify the research hypothesis above,and based on the research results,the research compares the differences in the impact of different teachers’ presentation forms on students’ learning effects in different knowledge types of teaching videos.The research found that:(1)In terms of cognitive load,the results of the two eye movement experiments showed that the cognitive load reported by students who watched the teacher’s continuous presentation was significantly higher than that of those who watched no teacher’s presentation and teacher’s intermittent presentation;(2)In terms of attention distribution,the results of the eye movement experiments of the two types of knowledge teaching videos show that compared with no teacher and teacher’s intermittent presentation,the continuous presentation of the teacher’s image is more likely to distract students’ attention,and students will unconsciously be attracted by the image of the teacher shown in the video,so they will miss the display of some important knowledge points in the PPT content area;(3)In terms of cognitive effects,the teacher’s presentation form has a significant impact on the cognitive effects of learning the two knowledge types of teaching videos,and the teacher’s intermittent presentation form can significantly promote the learning of declarative knowledge teaching videos,mainly improving students’ learning ability.In contrast,teachers’ intermittent presentation did not improve the learning effect of procedural knowledge.According to the research conclusions,this study puts forward the following design strategies and suggestions for teachers’ presentation in videos :(1)In the future,when designing and making teaching videos,we should avoid blindly adding teachers’ images,fully consider the rules of students’ visual cognition,and arrange teachers’ images reasonably;(2)The influence of teachers’ presentation form on students’ learning effect is regulated by the variable of knowledge type,and appropriate presentation forms should be adopted according to different types of knowledge;(3)In the declarative knowledge teaching video,it is more conducive to the learning effect of the students to adopt the intermittent presentation form of the teacher as much as possible;(4)In the procedural knowledge teaching video,the presentation of the teacher’s image can not improve the learning effect of the students,and the teacher’s image can be added as little as possible;(5)Adaptively provide a variety of teacher image presentation forms to meet the individual learning needs of students.