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Ho Young Yoon; Seokmin Kang; Sungyeun Kim – Journal of Computer Assisted Learning, 2024
Background: Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre-service and in-service teachers (ITs). Objectives: This research primarily aims to juxtapose the nonverbal…
Descriptors: Asynchronous Communication, Video Technology, Lecture Method, Nonverbal Communication
Pi, Zhongling; Liu, Caixia; Meng, Qian; Yang, Jiumin – International Journal of Educational Technology in Higher Education, 2022
Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations…
Descriptors: Positive Reinforcement, Video Technology, Lecture Method, Nonverbal Communication
Ishino, Tatsuya; Goto, Mitsuhiro; Kashihara, Akihiro – Research and Practice in Technology Enhanced Learning, 2022
In lectures with presentation slides such as an e-learning lecture on video, it is important for lecturers to control their non-verbal behavior involving gaze, gesture, and paralanguage. However, it is not so easy even for well-experienced lecturers to properly use non-verbal behavior in their lecture to promote learners' understanding. This paper…
Descriptors: Robotics, Lecture Method, Electronic Learning, Video Technology
Pi, Zhongling; Zhang, Yabo; Yu, Qiuchen; Zhang, Yi; Yang, Jiumin; Zhao, Qingbai – British Journal of Educational Technology, 2022
Instructors' speech and gestures are tightly integrated. However, little is known about the neural mechanisms by which different types of gestures affect learning. We conducted two experiments on the effects of gestures in video lectures that included an instructor and slides, with English vocabulary as the topic. In Experiment 1, we manipulated…
Descriptors: Teacher Behavior, Nonverbal Communication, Video Technology, Lecture Method
Jae-Yeop Jeong; JiYeon Oh; Jin-Woo Jeong – Education and Information Technologies, 2024
Pre-recorded lectures have become a prevalent approach in online education due to the proliferation of MOOC platforms and the COVID-19 pandemic. However, due to the lack of real-time interactions between instructors and learners, learners have encountered various difficulties in understanding the lectures and actively engaging with the learning…
Descriptors: Learning Experience, Teaching Methods, Cues, Video Technology
Zhang, Rujing; Cheng, Guifang; Wu, Lei – Education and Information Technologies, 2023
During the COVID-19 pandemic, video materials have played crucial roles in supporting learning among children with autism spectrum disorder (ASD). This study aimed to explore the effects of the instructor's facial expressions in video lectures on attention and motor learning in children with ASD versus typically developing (TD) children. A total…
Descriptors: COVID-19, Pandemics, Video Technology, Educational Technology
Pi, Zhongling; Chen, Minnan; Zhu, Fangfang; Yang, Jiumin; Hu, Weiping – Innovations in Education and Teaching International, 2022
This study tested the interaction effect of the instructor's eye gaze (direct gaze vs. averted gaze) and facial expression (happy face vs. neutral face) on students' attention and learning performance in slide-based video lectures. University students (N = 120) participated in the experiment in a laboratory setting. The results of ANOVAs showed…
Descriptors: College Faculty, College Students, Eye Movements, Nonverbal Communication
Pi, Zhongling; Zhang, Yi; Zhu, Fangfang; Chen, Louqi; Guo, Xin; Yang, Jiumin – Interactive Learning Environments, 2023
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…
Descriptors: Teacher Influence, Teacher Behavior, Eye Movements, Human Body
Yang, Jiumin; Zhu, Fangfang; Jiang, Yirui; Pi, Zhongling – Education and Information Technologies, 2023
Evidence regarding the benefits of an instructor's deictic gestures in video lectures on adults' learning may not necessarily be reflective of their effect on children's learning. Furthermore, there is a lack evidence regarding how deictic gestures specifically affect learners' learning process. Based in cognitive load theory, with consideration…
Descriptors: Comparative Analysis, Video Technology, Children, Nonverbal Communication
Lawson, Alyssa P.; Mayer, Richard E.; Adamo-Villani, Nicoletta; Benes, Bedrich; Lei, Xingyu; Cheng, Justin – Educational Technology Research and Development, 2021
The positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or…
Descriptors: Positive Attitudes, Video Technology, Lecture Method, Statistics Education
Yang, Jiumin; Zhu, Fangfang; Guo, Peiyu; Pi, Zhongling – Journal of Computer Assisted Learning, 2020
An instructor's gestures have an effect not only on students' learning but also on teaching itself. In two experiments, this study tested whether instructors' use of gestures while recording video lectures affected their teaching performance, stress, and cognitive load. In Experiment 1, participants recorded video lectures with gestures or without…
Descriptors: Teaching Methods, Nonverbal Communication, Video Technology, Lecture Method
Zhuo Wang; Zengzhao Chen; Bin Gong; Zizuo Feng – Education and Information Technologies, 2024
As an important resource in online learning, video lectures have attracted considerable research attention in the impact of teachers' nonverbal guidance behaviors on learning. However, few studies have focused on secondary education, and it remains unclear whether the interaction between different guidance frequencies and types leads to variations…
Descriptors: Foreign Countries, Secondary School Students, Secondary School Teachers, Teacher Role
Özkara, Betül Özaydin – Turkish Online Journal of Educational Technology - TOJET, 2021
The COVID-19 Pandemic, which has affected the entire world profoundly, has given rise to changes in many areas. The change in the education system appears as a compulsory transition to distance education, which raises the question as to how long the lectures in distance education should last. This study examined the emotional changes of the…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
Qian Huangfu; Qianmei He; Sisi Luo; Weilin Huang; Yahua Yang – Journal of Computer Assisted Learning, 2025
Background: Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video…
Descriptors: Chemistry, Science Instruction, Teacher Student Relationship, Teacher Response
Wang, Hongyan; Pi, Zhongling; Hu, Weiping – Journal of Computer Assisted Learning, 2019
Instructor behaviour is known to affect learning performance, but it is unclear which specific instructor behaviours can optimize learning. We used eye-tracking technology and questionnaires to test whether the instructor's gaze guidance affected learners' visual attention, social presence, and learning performance, using four video lectures:…
Descriptors: Video Technology, Lecture Method, Nonverbal Communication, Eye Movements
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