This study tested the mutual effects of the instructor's eye gaze and facial expression on students' eye movements (i.e. first fixation time to the slides, percentage dwell time on the slides, and percentage dwell time on the instructor), parasocial interaction, and learning performance in pre-recorded video lectures. Students (N = 118…

Research has established that students often consider the delivery of instructor feedback to be a face-threatening event. To minimize the potential negative effects of feedback, verbal and nonverbal face-threat mitigation (FTM) strategies are utilized by instructors. Advances in digital feedback systems, like online documents and learning…

Lecture listening is one of the most common classroom experiences for college students. Unfortunately, students are relatively inefficient notetakers in these situations; in fact, students record less than 40% of the information from lectures. This experiment explored the effects of two lecture cues, immediacy and organizational statements, on…

The 10th International Conference on Educational Data Mining (EDM 2017) is held under the auspices of the International Educational Data Mining Society at the Optics Velley Kingdom Plaza Hotel, Wuhan, Hubei Province, in China. This years conference features two invited talks by: Dr. Jie Tang, Associate Professor with the Department of Computer…

Effects of time on notetaking and immediate retention, the relative effectiveness of spoken and written cues, and cuing schedules were studied with 160 students. Retention from lecture portions with more or fewer notes was similar, written-cued statements were better retained, and cuing schedules had subtle effects. (SLD)

Demonstrates that cues play a significant role in second language listening comprehension and provides additional empirical support for their beneficial effect. Found that the absence of cues appeared to contribute significantly to the miscomprehension of information in a lecture. (Author/VWL)

Note-taking at college lectures is believed to provide an external memory device for review and to require the student to encode the learning material into a personally meaningful form. A closer examination of the kinds of notes made and used by students may help to explain the relationship between the note-taking process and individual…

An analysis and discussion are presented of observations of 27 different first lecture situations at the University of New South Wales at the beginning of 1978. The analysis was intended to provide teachers with a range of data about what occurred during first lectures in schools other than their own, and to highlight the potential impact of the…

Three variables (verbal aptitude, listening ability, and notetaking) that may mediate how much college students learn from a lecture were studied. Verbal aptitude was operationalized as a Verbal Scholastic Aptitude Test (VSAT) score. Listening ability was measured as the score on an auditory short-term memory task, using the serial running memory…