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Students' Strategy Preference Moderates Effects of Open or Focused Self-Explanation Prompts on Learning from Video Lectures
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Yi Zhang; Jiumin Yang; Chenyan Dai; Zhongling Pi – Educational Technology & Society, 2024
Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students' strategy preference moderates the effect of self-explanation strategies on learning from video lectures. The current study investigated how students'…
Descriptors: Teaching Methods, Video Technology, Lecture Method, Preferences
Instructors' Pointing Gestures and Positive Facial Expressions Hinder Learning in Video Lectures: Insights from Teachers and Students in China
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Zhongling Pi; Hongjuan Ling; Xiying Li; Qin Wang – Education and Information Technologies, 2024
In video lectures, instructors naturally produce nonverbal behaviors, such as gestures, facial expressions, and gaze guidance. Instructors' pointing gestures can act as attentional cues, directing students' attention, while their positive facial expressions can act as social cues, eliciting students' positive social response. The current study…
Descriptors: Nonverbal Communication, Human Body, Positive Attitudes, Video Technology
Happy Facial Expressions and Mouse Pointing Enhance EFL Vocabulary Learning from Instructional Videos
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Zhongling Pi; Xuemei Huang; Yun Wen; Qin Wang; Xin Zhao; Xiying Li – British Journal of Educational Technology, 2025
Given their easy accessibility and dual-channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning tool among many students. Teachers often use various nonverbal behaviours to elicit social reactions and guide learners' attention in instructional videos. The current study conducted three…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Nonverbal Communication
How Does Drawing Influence the Effectiveness of Oral Self-Explanation versus Instructional Explanation in Video Learning?
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Yi Zhang; Caixia Liu; Yana Xing; Zhongling Pi; Jiumin Yang – British Journal of Educational Technology, 2024
This study investigated the effects of two types of oral explanations (ie, self-explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by…
Descriptors: Speech Communication, Video Technology, Audiovisual Aids, Undergraduate Students
Pedagogical Agent Positioning in External Videos Improves English Academic Presentation Proficiency in Desktop Virtual Reality Settings
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Xiaofei Li; Yu-Ju Lan; Zhongling Pi; Grace Yue Qi; Scott Grant; Jinmei Sun – British Journal of Educational Technology, 2025
English academic presentation (EAP) is an indispensable skill set of academic communication for university students. With the rapid development of desktop virtual reality (DVR), its application in language learning is worth exploring. The present study aimed to examine whether there is an improvement and difference in students' EAP by learning…
Descriptors: Video Technology, Behavior Patterns, English for Academic Purposes, Second Language Learning
An Instructor's Beat Gestures Facilitate Second Language Vocabulary Learning from Instructional Videos: Behavioral and Neural Evidence
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Zhongling Pi; Fangfang Zhu; Yi Zhang; Jiumin Yang – Language Teaching Research, 2024
Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey…
Descriptors: Video Technology, English (Second Language), Second Language Learning, Second Language Instruction