Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case

Pi, Zhongling; Hong, Jianzhong

doi:10.1080/14703297.2015.1060133

Cited by 69 publications

(60 citation statements)

References 15 publications

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“…One of the most common proxies for engagement is to use video view times (Bhat, Chinprutthiwong, & Perry, 2015;Guo, Kim, & Rubin, 2014;Wang & Antonenko, 2017), with some studies also considering re-watched parts of the video (van der Meij, 2017). Eye tracking software has been used to track learners' engagement with videos (Pi & Hong, 2016). Some studies look at the completion of a post video quiz (Guo et al, 2014;Wang & Antonenko, 2017) (Bhat et al, 2015).…”

Section: Evidence From Literaturementioning

confidence: 99%

“…It is important to define the types of videos that involve an instructor presence since scholars have used different terms in the literature. For example, one study used the term "talking head" (Ilioudi, Giannakos, & Chorianopoulos, 2013) for what another referred to as "classroom capture" (Pi & Hong, 2016). For this paper, classroom capture refers to videotaping a traditional lecture, such that the instructor is in frame beside a board or presentation.…”

Section: General Considerationsmentioning

confidence: 99%

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Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Lubrick

Zhou

Zhang

2019

EURASIA J MATH SCI T

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Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.

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Section: Evidence From Literaturementioning

confidence: 99%

Section: General Considerationsmentioning

confidence: 99%

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Lubrick

Zhou

Zhang

2019

EURASIA J MATH SCI T

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show abstract

“…For example, some recent studies found that most learners preferred video lectures with the instructor's image, and they reported more engagement (Kizilcec, Bailenson, & Gomez, ; Lyons, Reysen, & Pierce, ). However, the results of previous studies on the effect of the instructor on learning performance are inconclusive (Homer, Plass, & Blake, ; Pi & Hong, ). Some studies found that presenting the instructor's image as a picture‐in‐picture in the lower right corner did not improve undergraduate students' learning performance when the topic of the video lectures was organization and management (Kizilcec et al, ; Kizilcec, Papadopoulos, & Sritanyaratana, ); whereas other studies revealed that presenting the instructor's image as a picture‐in‐picture in the lower right corner facilitated learning performance when the topic of video lectures was educational technology (Hong, Pi, & Yang, ).…”

Section: Introductionmentioning

confidence: 97%

“…Furthermore, although they have not taken into account instructor image size, a number of studies have tested the importance of the presence of an instructor's image in video lectures (Ilioudi, Giannakos, & Chorianopoulos, ; Pi & Hong, ; Pi, Hong, & Yang, ). They suggest that presenting the instructor's image enhances learners' positive learning experience in video lectures.…”

Section: Introductionmentioning

confidence: 99%

Does instructor's image size in video lectures affect learning outcomes?

Hong

Yang

2017

Computer Assisted Learning

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One of the most commonly used forms of video lectures is a combination of an instructor's image and accompanying lecture slides as a picture‐in‐picture. As the image size of the instructor varies significantly across video lectures, and so do the learning outcomes associated with this technology, the influence of the instructor's image size should be evaluated. This study tested the effect of image size of the instructor on learners' experience of social presence, cognitive load, learning performance and satisfaction. In the study, 87 Chinese undergraduates were randomly assigned to view a video lecture with a small image of the instructor, with a medium image size of the instructor or with a large image of the instructor. The results of analyses of variances and analysis of covariance suggested that learners perceived the same level of social presence and cognitive load across video lectures with different image sizes of the instructor; learners who watched the video lecture with the small image of the instructor learned better than those who watched the video lectures with the medium and the large images of the instructors. Furthermore, learners who watched the video lecture with the small image and medium image of the instructor experienced more learning satisfaction. The findings highlight the importance of image size of the instructor in video lecture learning.

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“…Studies on video lectures with the instructor's image have indicated the potential benefits of gaze guidance for learning (Pi & Hong, 2016;J. Wang & Antonenko, 2017).…”

Section: Introductionmentioning

confidence: 99%

The instructor's gaze guidance in video lectures improves learning

Wang

2018

Computer Assisted Learning

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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: declarative knowledge with and without the instructor's gaze guidance and procedural knowledge with and without the instructor's gaze guidance. The results showed that the instructor's gaze guidance not only guided learners to allocate more visual attention to corresponding learning content but also increased learners' sense of social presence and learning. Furthermore, the link between the instructor's gaze guidance and better learning was especially strong for participants with a high sense of social connection with the instructor when they learned procedural knowledge. The findings lead to a strong recommendation for educational practitioners: Instructors should provide gaze guidance in video lectures for better learning performance.

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Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case

Cited by 69 publications

References 15 publications

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Does instructor's image size in video lectures affect learning outcomes?

The instructor's gaze guidance in video lectures improves learning

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