教学视频中的描述性手势何以有效——手势学习策略及学习者空间能力的影响  

How Do Instructor’s Depictive Gestures Take Effect in Instructional Videos?-The Influence of Gesture Learning Strategies and Learner’s Spatial Ability

作　　者：杨九民[1] 刘彩霞[1] 陈楼琪 皮忠玲 YANG Jiumin;LIU Caixia;CHEN Louqi;PI Zhongling

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430079 [2]深圳外国语学校(集团)宝安学校,广东深圳518101 [3]陕西师范大学现代教学技术教育部重点实验室,陕西西安710062

出　　处：《现代远程教育研究》2023年第4期92-101,共10页Modern Distance Education Research

基　　金：国家自然科学基金面上项目“生成性学习策略影响视频学习的认知神经机制及智能干预研究”(62177027);国家自然科学基金青年项目“视频学习中学习者注意状态表征机制与监测方法研究”(62007023)。

摘　　要：教师的描述性手势作为教学视频中常见的一种社会线索,已有研究对其效果的结论并不一致,这可能与学习者采用的手势学习策略及其自身的空间能力有关。然而,关于不同手势学习策略对视频学习的影响学界尚存在分歧,也缺乏对注意分配及主观学习感受等方面的关注,且学习者空间能力在其中发挥的作用仍不明确。为此,借助眼动追踪技术,采用不同手势学习策略(无手势、观察手势、模仿手势)与高低空间能力的3×2混合设计的实验发现:(1)与观看无手势视频相比,学习者在观看含教师手势的视频时会将更多的注意力分配给教师区,并取得更好的学习效果和学习效率;(2)与仅观看视频(无手势、观察手势)相比,模仿手势策略除能更好地引导学习者注意分配外,在提升其即时迁移成绩、延迟成绩及学习满意度方面均具有显著优势;(3)学习者空间能力可调节手势学习策略对迁移学习效果的影响,即模仿手势可有效提高低空间能力学习者的即时迁移成绩,但对高空间能力学习者无影响。以上结论可为教学视频设计及视频学习策略的选择提供有效指导。Instructor’s depictive gestures serve as common social cues in instructional videos,but the existing research has yielded inconsistent conclusions regarding their effectiveness.This discrepancy may be attributed to the gesture learning strategies adopted by learners and their spatial abilities.However,there is still a lack of consensus regarding the influence of different gesture learning strategies on video-based learning,as well as a lack of attention to attention allocation and subjective learning experiences.Furthermore,the specific role of learners’spatial ability in this context remains unclear.Therefore,using eye-tracking technology,this study employed a 3×2 mixed design experiment,investigating the effects of different gesture learning strategies(no gesture,observing gestures and imitating gestures)and high/low spatial abilities.The findings are as follows.Compared to watching videos without gestures,learners allocated more attention to the instructor’s area and achieved better learning performance and efficiency when watching videos with the instructor’s depictive gestures.Compared to solely watching videos(no gestures,observing gestures),the imitating gestures strategy not only guided learners’attention allocation more effectively,but also demonstrated significant advantages in improving immediate transfer performance,delayed performance and learning satisfaction.Learner’s spatial ability moderated the impact of gesture learning strategies on transfer learning performance.Specifically,imitating gestures effectively enhanced the immediate transfer performance of low-spatial-ability learners,while having no impact on learners with high spatial ability.These findings provide valuable guidance for the design of instructional videos and the selection of video learning strategies.

关 键 词：教学视频 描述性手势 手势学习策略 空间能力 视频学习效果 

分 类 号：G434[文化科学—教育学]