教师的存在能否促进视频学习?  

Can the Presence of Human Teacher Promote Video Learning?

作　　者：匡子翌 张洋 王福兴[1] 杨晓梦 胡祥恩[1,2] Kuang Ziyi;Zhang Yang;Wang Fuxing;Yang Xiaomeng;Hu Xiang'en

机构地区：[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,美国孟菲斯38152

出　　处：《复印报刊资料（心理学）》2022年第4期18-28,共11页

基　　金：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)资助。

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。In video-based learning environments,the roles of real human teachers are important.There are different theoretical explanations for their roles,such as parasocial theory,social presence theory and social agent theory.These theories suggest that real human teachers in video-based learning environments promote learning;other theories such as cognitive theory of multimedia learning and cognitive load theory believe that real human teachers may hinder learning.By examining past research,we found that teachers have a weak effect on the promo-tion of video-based learning,specifically the week effect are on knowledge retention(d=0.23)and knowledge transfer(d=0.1);we also found that,teachers have moderate and large influence on subjective experience of video learning,especially on perceived learning(d=0.49),learning interest(d=0.5),and learning satisfaction(d=2.21);another finding from the literature review is that with the presence of teachers in video-based learning,learners may decrease their attentions to learning material(d=-2.02).Our review of the literature suggests that future research still needs to pay close attention to the presentation of human teachers as a function of learner char-acteristics,learning material characteristics,and measurement methods in video learning.

关 键 词：教师 视频学习 准社会交往 社会代理 多媒体学习 

分 类 号：G434[文化科学—教育学]