社交暗示
心理学
凝视
情感(语言学)
认知心理学
感觉线索
手势
认知
认知负荷
计算机科学
人工智能
沟通
精神分析
神经科学
作者
Julius Meier,Bastian de Jong,Dorien Preusterink van Montfort,Anouk Verdonschot,Margot van Wermeskerken,Tamara van Gog
摘要
Abstract Background There are only few guidelines on how instructional videos should be designed to optimize learning. Recently, the effects of social cues on attention allocation and learning in instructional videos have been investigated. Due to inconsistent results, it has been suggested that the visual complexity of a video influences the effect of social cues on learning. Objectives Therefore, this study compared the effects of social cues (i.e., gaze & gesture) in low and high visual complexity videos on attention, perceived cognitive load, and learning outcomes. Methods Participants ( N = 71) were allocated to a social cue or no social cue condition and watched both a low and a high visual complexity video. After each video, participants completed a knowledge test. Results and Conclusions Results showed that participants looked faster at referenced information and had higher learning outcomes in the low visual complexity condition. Social cues did not affect any of the dependent variables, except when including prior knowledge in the analysis: In this exploratory analysis, the inclusion of gaze and gesture cues in the videos did lead to better learning outcomes. Takeaways Our results show that the visual complexity of instructional videos and prior knowledge are important to take into account in future research on attention and learning from instructional videos.
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