视频教学中教师的眼神注视能否促进学习?

doi:10.3724/SP.J.1042.2022.02291

摘要/Abstract

摘要：

教师的眼神注视是在视频学习中重要但易被忽视的元素。以往理论存在两种对立的观点：其中准社会交往理论和社会代理理论支持教师的眼神注视促进学习; 而基于多媒体学习认知理论与认知负荷理论认为教师的眼神注视会阻碍学习效果。通过汇总以往实证研究得出如下结论：首先, 教师的眼神注视对学习效果具有小的促进效应, 即教师的眼神注视能够促进学习者的保持成绩(d_保持= 0.41)和迁移成绩(d_迁移= 0.39); 其次, 在主观体验上, 教师的眼神注视对准社会交往也具有小的促进效应(d_{准社会交往}= 0.35), 而教师的眼神注视对认知负荷影响十分微弱(d_认知负荷= -0.02); 最后, 在对学习材料的注意加工上, 教师的眼神注视总体上影响比较微弱(d_注视时间= 0.06, d_{首次注视时间}= -0.15)。未来研究需要对不同注视类型、先前知识经验、学习材料性质以及认知神经方法进一步探究。

关键词: 眼神注视, 教师, 视频学习, 多媒体学习

Abstract:

The eye gaze of instructors is an important but easily overlooked element in video-based learning environments. The importance of the potential roles of eye gaze can be explained by several theories, such as parasocial theory and social agent theory. These theories suggest that an instructor’s eye gaze in video-based learning environments can promote learning. Other theories such as cognitive theory of multimedia learning and cognitive load theory suggest that an instructor’s eye gaze may hinder learning. While these theories predict the effect of an instructor’s eye gaze differently, in this review article we found inconsistencies in several empirical studies. First, the retention and transfer tests are mainly used to gauge the learning outcome. On retention tests, 9 (60%) of 15 studies show that eye gaze in the video can improve students' retention test, and 6 studies (40%) show that eye gaze can hinder students' performance on retention tests. The median effect size for the eye gaze facilitated retention test was d = 0.41. The median effect sizes for the guided gaze and direct gaze facilitated retention tests were d = 0.28 and d = 0.42. On the transfer test, 6 (40%) of 15 studies show that eye gaze in the video can improve students' transfer test, 1 study (7%) shows that eye gaze can reduce students’ performance on a transfer test, and 8 studies (53%) show that eye gaze can hinder students' performance on transfer tests. The median effect size for the eye gaze facilitated transfer tests was d = 0.39. The median effect sizes for the guided gaze and direct gaze facilitated transfer tests were d = 0.24 and d = 0.42. The above study showed a small facilitative effect of eye gaze on retention and transfer tests. Second, in terms of attentional processing, previous studies have focused on the learner's fixation times on learning materials. 6 (38%) of 16 studies show that eye gaze in the video can increase students' fixation times on learning material, 7 studies (44%) show that eye gaze can reduce students’ fixation times on learning material, and 6 studies (38%) show that eye gaze can hinder students' fixation times on learning material. The median effect size for the eye gaze facilitated fixation times on learning material was d = 0.06. The median effect sizes for the guided gaze and direct gaze facilitated fixation times were d = 0.19 and d =﹣0.14.The above studies suggest that the effect of eye gaze on attentional processing is relatively weak. Third, in terms of subjective experience, parasocial interactions and cognitive load were mainly explored. For the parasocial interaction, 5 (56%) of 9 studies show that eye gaze in the video can improve students' parasocial interaction, and 4 studies (44%) show that eye gaze can hinder students' retention test. The median effect size for the eye gaze facilitated parasocial interaction was d = 0.35. The median effect sizes for the guided gaze and direct gaze facilitated parasocial interaction were d = 0.04 and d = 0.37. Regarding cognitive load, 3 (33%) of 9 studies show that eye gaze in the video can reduce students' cognitive load, and 6 studies (44%) show that eye gaze can increase students' cognitive load. The median effect size for the eye gaze facilitated cognitive load was d =﹣0.02. The median effect sizes for the guided gaze and direct gaze facilitated cognitive load were d = -0.03 and d = 0.09. The above study showed a small facilitative effect of eye gaze on parasocial interaction, but a very weak effect on cognitive load. In addition, the above findings support the parasocial interaction theory, social agency theory, and signaling principle, but not the cognitive theory of multimedia learning or the cognitive load theory. Future research needs to consider the moderating role of the type of eye gaze, facial expressions, prior knowledge experience, and the nature of the learned material. Further exploration is needed for the cognitive processing of eye gaze affecting learning and the related cognitive neural activity.

Key words: eye gaze, instructor, video learning, multimedia learning

中图分类号:

B849: G44

匡子翌, 成美霞, 李文静, 王福兴, 胡祥恩. (2022). 视频教学中教师的眼神注视能否促进学习?. 心理科学进展 , 30(10), 2291-2302.

KUANG Ziyi, CHENG Meixia, LI Wenjing, WANG Fuxing, HU Xiangen. (2022). Can Instructors' eye gaze promote video learning?. Advances in Psychological Science, 30(10), 2291-2302.

图/表 3

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研究	样本量	实验操纵	实验材料	内在感知	注意分配	学习效果
李文静, 2019, Exp3	62	(引导注视 vs 直接注视) × (引导手势 vs 无手势)	化学突触传递知识	CL^& (0.18)	FT (-0.52), FC (0.41), FF(-0.4)	R (0.44), T (0.43)
匡子翌, 2020, Exp2	131	(引导注视vs直接注视) × (具体引导手势 vs 一般引导手势 vs 无手势)	化学突触传递知识	PSI (0.04), CL (-0.03)	FT (0.14), FF (-0.03), FC (0.08)	R (-0.11), T(-0.04)
王红艳等, 2018	56	(引导注视 vs 直接注视 vs 引导手势) × (程序性知识 vs 陈述性知识)	Photoshop 知识	CL^& (-1.17)	FT^*(1.65)	S (0.81), P^*(1.32)
杨九民等, 2019	99	(引导注视 vs 直接注视) × (引导手势 vs 无手势) × (高经验学生 vs 低经验学生)	生物繁殖与克隆	/	FT^&(-0.03), FF(-0.15)	R (0.13), T(-0.09)
杨九民等, 2020	160	持续引导注视 vs 间断引导注视 vs 直接注视 vs 回避注视 vs 无注视	风的知识	PSI^*(1.61), ME (0.03)	FT^*& (-0.05)	R^(0.49), T^(0.75)
Fiorella et al., 2019	62	引导注视 vs 直接注视	肾脏的工作原理	/	/	R (0.28), T^&(-0.66)
Ouwehand et al., 2015	34	引导注视 vs 直接注视 vs 引导注视+引导手势	问题解决样例	ME (-0.15)	FT(0.19)	R (0.18), T(-0.09)
Pi et al., 2019	60	(引导注视 vs 直接注视) × (引导手势 vs 无手势)	生物繁殖与克隆	/	FT(0.32), FF^& (-0.71)	R (0.19), T(0.24)
Pi et al., 2020	174	(引导注视 vs 直接注视 vs 回避注视) × (身体正对 vs 身体侧对)	风的知识	/	FT^*(0.5)	R^(0.77), T^(0.81)
Pi et al, 2021	54	(引导注视 vs 直接注视) × (中性表情 vs 惊讶表情)	地震知识	PSI (0.04)	FT^&(-0.02), FF^&(0.13)	U^&(-0.21)
van Gog et al., 2014	25	引导注视 vs 无注视	问题解决样例	/	FT(0.43)	R^* (0.76), T(0.39)
van Wermeskerken & van Gog, 2017	69	引导注视 vs 直接注视 vs 无注视	问题解决样例	/	FT^&(-2.03)	U (-0.07)
van Wermeskerken et al., 2018	158	(引导注视 vs 直接注视) × (正常学生vs 自闭症学生)	问题解决样例	/	FT^&(-1.75)	U (0.35)
Wang et al., 2019	58	(引导注视 vs 直接注视) × (程序性知识 vs 陈述性知识)	Photoshop 知识	/	FT^*(1.57)	S^(1.81), P^(1.36)

研究	样本量	实验操纵	实验材料	内在感知	注意分配	学习效果
李文静, 2019, Exp3	62	(引导注视 vs 直接注视) × (引导手势 vs 无手势)	化学突触传递知识	CL^& (0.18)	FT (-0.52), FC (0.41), FF(-0.4)	R (0.44), T (0.43)
匡子翌, 2020, Exp2	131	(引导注视vs直接注视) × (具体引导手势 vs 一般引导手势 vs 无手势)	化学突触传递知识	PSI (0.04), CL (-0.03)	FT (0.14), FF (-0.03), FC (0.08)	R (-0.11), T(-0.04)
王红艳等, 2018	56	(引导注视 vs 直接注视 vs 引导手势) × (程序性知识 vs 陈述性知识)	Photoshop 知识	CL^& (-1.17)	FT^*(1.65)	S (0.81), P^*(1.32)
杨九民等, 2019	99	(引导注视 vs 直接注视) × (引导手势 vs 无手势) × (高经验学生 vs 低经验学生)	生物繁殖与克隆	/	FT^&(-0.03), FF(-0.15)	R (0.13), T(-0.09)
杨九民等, 2020	160	持续引导注视 vs 间断引导注视 vs 直接注视 vs 回避注视 vs 无注视	风的知识	PSI^*(1.61), ME (0.03)	FT^*& (-0.05)	R^(0.49), T^(0.75)
Fiorella et al., 2019	62	引导注视 vs 直接注视	肾脏的工作原理	/	/	R (0.28), T^&(-0.66)
Ouwehand et al., 2015	34	引导注视 vs 直接注视 vs 引导注视+引导手势	问题解决样例	ME (-0.15)	FT(0.19)	R (0.18), T(-0.09)
Pi et al., 2019	60	(引导注视 vs 直接注视) × (引导手势 vs 无手势)	生物繁殖与克隆	/	FT(0.32), FF^& (-0.71)	R (0.19), T(0.24)
Pi et al., 2020	174	(引导注视 vs 直接注视 vs 回避注视) × (身体正对 vs 身体侧对)	风的知识	/	FT^*(0.5)	R^(0.77), T^(0.81)
Pi et al, 2021	54	(引导注视 vs 直接注视) × (中性表情 vs 惊讶表情)	地震知识	PSI (0.04)	FT^&(-0.02), FF^&(0.13)	U^&(-0.21)
van Gog et al., 2014	25	引导注视 vs 无注视	问题解决样例	/	FT(0.43)	R^* (0.76), T(0.39)
van Wermeskerken & van Gog, 2017	69	引导注视 vs 直接注视 vs 无注视	问题解决样例	/	FT^&(-2.03)	U (-0.07)
van Wermeskerken et al., 2018	158	(引导注视 vs 直接注视) × (正常学生vs 自闭症学生)	问题解决样例	/	FT^&(-1.75)	U (0.35)
Wang et al., 2019	58	(引导注视 vs 直接注视) × (程序性知识 vs 陈述性知识)	Photoshop 知识	/	FT^*(1.57)	S^(1.81), P^(1.36)

研究	样本量	实验操纵	实验材料	内在感知	注意分配	学习效果
匡子翌, 2020, Exp1	69	身体正对直接注视 vs 身体侧对直接注视 vs 身体侧对回避注视	精神分裂症知识	PSI (0.38)	/	R^(0.74), T^(0.55)
杨九民等, 2020	96	直接注视 vs 回避注视vs 无注视	风的知识	PSI^*(1.21), ME (0.24)	FT^*&(-0.14)	R (0.23), T(0.41)
陈闽楠, 2020, exp2	129	(直接注视 vs 回避注视) × (积极表情 vs 中性表情)	地球知识	PSI^*(0.35), CL (0.19)	/	U^*(0.37)
Beege et al., 2017	88	(直接注视 vs 回避注视) × (近距离 vs 远距离)	统计学	PSI^*(0.52)	/	R^*(0.78), T(0.35)
Beege et al., 2019, Exp1	73	(直接注视 vs 回避注视) × (服装专业 vs 服装非专业)	医学	PSI (0.2), CL (-0.02)	/	R^(0.4), T^(0.5)
Beege et al., 2019, Exp2	99	(直接注视 vs 回避注视) × (服装专业 vs 服装非专业)	医学	PSI^*(0.34), CL^&(-0.2)	/	R^(0.41), T^(0.18)
Pi et al., 2020	116	直接注视 vs 回避注视	风的知识	/	FT(-0.31)	R (0.42), T^*(0.42)
Pi et al., 2022	120	(直接注视 vs 回避注视) × (积极表情 vs 中性表情)	地球知识	/	FT^&(0.5)	U^*(0.3)
van Wermeskerken & van Gog, 2017	39	直接注视 vs 无注视	问题解决样例	/	/	U (-0.32)

研究	样本量	实验操纵	实验材料	内在感知	注意分配	学习效果
匡子翌, 2020, Exp1	69	身体正对直接注视 vs 身体侧对直接注视 vs 身体侧对回避注视	精神分裂症知识	PSI (0.38)	/	R^(0.74), T^(0.55)
杨九民等, 2020	96	直接注视 vs 回避注视vs 无注视	风的知识	PSI^*(1.21), ME (0.24)	FT^*&(-0.14)	R (0.23), T(0.41)
陈闽楠, 2020, exp2	129	(直接注视 vs 回避注视) × (积极表情 vs 中性表情)	地球知识	PSI^*(0.35), CL (0.19)	/	U^*(0.37)
Beege et al., 2017	88	(直接注视 vs 回避注视) × (近距离 vs 远距离)	统计学	PSI^*(0.52)	/	R^*(0.78), T(0.35)
Beege et al., 2019, Exp1	73	(直接注视 vs 回避注视) × (服装专业 vs 服装非专业)	医学	PSI (0.2), CL (-0.02)	/	R^(0.4), T^(0.5)
Beege et al., 2019, Exp2	99	(直接注视 vs 回避注视) × (服装专业 vs 服装非专业)	医学	PSI^*(0.34), CL^&(-0.2)	/	R^(0.41), T^(0.18)
Pi et al., 2020	116	直接注视 vs 回避注视	风的知识	/	FT(-0.31)	R (0.42), T^*(0.42)
Pi et al., 2022	120	(直接注视 vs 回避注视) × (积极表情 vs 中性表情)	地球知识	/	FT^&(0.5)	U^*(0.3)
van Wermeskerken & van Gog, 2017	39	直接注视 vs 无注视	问题解决样例	/	/	U (-0.32)