Instructor’s position affects learning from video lectures in Chinese context: an eye-tracking study-Reference-Cited by-同舟云学术

Instructor’s position affects learning from video lectures in Chinese context: an eye-tracking study

Published:2021-04-06 Issue: Volume: Page:1-10
ISSN:0144-929X
Container-title:Behaviour & Information Technology
language:en
Short-container-title:Behaviour & Information Technology

Author:

Zhang Yi¹,Xu Ke¹,Pi Zhongling²^ORCID,Yang Jiumin¹^ORCID

Affiliation:

1. Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China

2. Key Laboratory of Modern Teaching Technology (Ministry of Education), Center for Teacher Professional Ability Development, Shaanxi Normal University, Shaanxi Xi’an, People’s Republic of China

Funder

National Natural Science Foundation of China

Humanities and Social Sciences Foundation of Ministry of Education of China

Fundamental Research Funds for the Central University of China

Gansu Province Educational Science “13th Five-Year Plan” Projects for Universities and Vocational Colleges

Social Sciences Foundation of Shaanxi Province

Publisher

Informa UK Limited

Subject

Human-Computer Interaction,General Social Sciences,Arts and Humanities (miscellaneous),Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/0144929X.2021.1910731

Reference24 articles.

1. Discovering MOOC learner motivation and its moderating role

2. Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance

3. The video lecture

4. Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility.

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