教师的存在能否促进视频学习?

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本站小编 Free考研考试/2022-01-01

匡子翌¹, 张洋¹, 王福兴¹(

), 杨晓梦¹, 胡祥恩¹^,²(

)

¹青少年网络心理与行为教育部重点实验室暨华中师范大学心理学院, 武汉 430079
²孟菲斯大学心理学系, 孟菲斯 38152, 美国

收稿日期:2021-03-29发布日期:2021-10-26
通讯作者:王福兴,胡祥恩E-mail:fxwang@ccnu.edu.cn;xiangenhu@gmail.com

基金资助:国家自然科学基金面上项目(31771236);国家自然科学基金重点项目(61937001)

Can the presence of human teacher promote video learning?

KUANG Ziyi¹, ZHANG Yang¹, WANG Fuxing¹(

), YANG Xiaomeng¹, HU Xiangen¹^,²(

)

¹Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, and School of Psychology, Central China Normal University, Wuhan 430079, China
²Department of Psychology, The University of Memphis, Memphis 38152, USA

Received:2021-03-29Published:2021-10-26
Contact:WANG Fuxing,HU Xiangen E-mail:fxwang@ccnu.edu.cn;xiangenhu@gmail.com

摘要/Abstract

摘要： 随着网络教学和视频学习的普及, 近期大量研究关注视频学习过程中教师角色的作用。真人教师对学习的作用存在不同的理论解释：准社会交往理论、社会存在理论和社会代理理论支持真人教师能够促进学习; 而多媒体学习认知理论、认知负荷理论等则认为教师的存在会阻碍视频学习。汇总以往实证研究发现：第一, 教师对视频学习效果有比较弱的促进效应, 这主要体现在保持测验(d = 0.23)和迁移测验(d = 0.1)中; 第二, 教师对视频学习主观体验的影响主要体现在学习感知(d = 0.49), 学习兴趣(d = 0.5)和学习满意度(d = 2.21)上, 显示中等及大的效应; 第三, 教师的存在会降低学习者对视频学习材料的注视时间(d = -2.02)。未来研究仍需要从真人教师呈现方式、学习者特征、学习材料特征以及测量方式等方面加以探讨。

图/表 2

表1真人教师对学习效果和内在感知的影响(效应量Cohen'sd值)

图1社会代理理论、社会存在理论和准社会交往理论视角下真人教师促进学习的解释

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