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Videos are pivotal tools in pre-service teacher training. First-person, third-person, and 360-degree perspectives are commonly used types and the optimal type remains undetermined. In our study involving pre-service teachers (PSTs), we evaluated the efficacy of 360-degree videos against the first-person and third-person perspective videos concerning spatial presence, cognitive load, classroom quality rating accuracy, and classroom observation. Our results revealed that PSTs exposed to 360-degree videos exhibited superior performance in spatial presence, classroom quality rating accuracy, and classroom observation compared to the other two video types. This underscores that 360-degree videos enhance PSTs' skills in discerning, categorizing, and interpreting classroom events. Although there were no marked differences in cognitive load across the groups, cognitive load was found to modulate the influence of video type on classroom observation. Notably, at higher cognitive load levels, the 360-degree videos were more advantageous. The significance of this study is twofold: it empirically substantiates the superiority of 360-degree videos in refining pedagogical skills and it reveals the modulating role of cognitive load. These findings inform innovative instructional interventions and pedagogical strategies, emphasizing the need for using 360-degree videos in teacher education and encouraging higher learner engagement. [ABSTRACT FROM AUTHOR]

Recently, integrated science, technology, engineering, and mathematics (STEM) education has gained sustained attention in K-12 settings, and engineering design-based pedagogy has become a key issue. Compared with rich research in higher education, relatively few studies are performed on engineering education in K-12 schools. In this study, we combined Conceive-Design-Implement-Operate (CDIO) model with the engineering design process (EDP), naming EDP-CDIO, aiming to promote high school students' STEM competence and compare its effects with the conventional CDIO approach. A pretest–posttest nonequivalent group design was conducted among 64 eleventh-grade students with eleven lessons. Quantitative data were collected via a pretest and posttest, and qualitative data were collected via artifacts and semistructured interviews. The repeated-measures analysis of variance and epistemic network analysis revealed that, compared with the conventional CDIO approach, the EDP-CDIO model significantly improved students' STEM knowledge, skills, and attitudes and developed more comprehensive epistemic networks in STEM competence. These findings provide a reference for K-12 STEM teachers, encouraging them to implement the EDP-CDIO model more frequently in the classroom, especially with the iterative design process. [ABSTRACT FROM AUTHOR]

This meta-analysis explores the impact of positive instructors on learning from instructional videos. Both the contagion theory and the cognitive-affective theory of learning with media suggest that positive instructors can facilitate learning. This review analyzed 37 studies reporting various outcomes, including positive emotion, motivation, attention, cognitive load, learning experience, learning satisfaction, self-efficacy, and learning achievement. The overall findings revealed that positive instructors in instructional videos significantly enhanced learners’ positive emotion, motivation, learning experience, learning satisfaction, and learning achievement, and encouraged student attention to the instructor. However, no significant effect was found regarding attention paid to visual materials, cognitive load, and self-efficacy. A series of moderating effect analyses were also conducted. The results indicated that the impact of positive instructors is influenced by instructor characteristics and emotional expressions, as well as other factors independent of the instructors. These findings provide systematic evidence and practical insights for the design of effective instructional videos. [ABSTRACT FROM AUTHOR]

With the development of information technology, co-viewing of live video streaming (LVS) has become a popular online learning method. However, existing studies have found inconsistent results regarding the effects of co-viewing, which could be due to the impact of learner-learner interactions. The present study tested the effects of co-viewing LVS on learning in elementary students, and whether learner-learner interaction moderated students' attention allocation, learning performance (i.e., retention and transfer), learning efficiency, and metacognition. The study used a one-way between-subjects design, with 86 participants assigned randomly to one of three groups: learning alone group, merely co-viewing group, or co-viewing with interaction group. Kruskal-Wallis H tests showed that students in the co-viewing with interaction group allocated more attention to their co-viewer and less to the LVS. However, ANOVA results indicated that they had the best learning performance and metacognition, and demonstrated the highest learning efficiency. Meanwhile, those co-viewing without interaction did not show significantly positive effects compared to those learning alone. The results of informal interviews were largely consistent with the above findings. The findings of the present study suggest the benefits of co-viewing with interaction, providing practical implications for the social context of learning from LVS for elementary students in particular. [ABSTRACT FROM AUTHOR]

Although many studies have found the effect of group counseling on enhancement of meaning in life, few studies have employed the class group counseling in life education. The present study assessed the effect of class group counseling on life education for undergraduate students. Two classes from a Chinese university were randomly allocated into the intervention and control groups. The intervention group received class group counseling for 1.5 months. The intervention and control groups completed the meaning in life questionnaire (MLQ), the satisfaction with life scale (SWLS), and the positive affect and negative affect scales (PANAS) before and after the intervention. The results showed that the intervention improved students' life satisfaction, positive affect, and presence of meaning, and decreased negative affect. These findings indicated that class group counseling could play an important role in the life education of undergraduate students. The current study extends our understanding of improving mental health and preventing suicide for undergraduate students. [ABSTRACT FROM AUTHOR]

Much effort has been put into the design of video lectures, but little attention has been paid to the social environment in which learning takes place. The present study addressed this gap by assigning Chinese undergraduate and graduate students who had passed the College English Test-4 to learn easy or difficult English vocabulary words in three different conditions: alone, in the presence of a peer spectator, or in the presence of a peer co-actor. In Experiment 1, participants learned difficult vocabulary words and the effects were measured by both neural activity (EEG signals, measured while participants watched the video lectures and during the generative learning activities) and behavioral evidence (learning performance assessed after having watched the video lectures: immediate and delayed test scores, cognitive load, and motivation). Repeated measures ANOVAs showed that learning alone was more beneficial than learning in the presence of a peer, as indicated by better learning performance and reduced EEG theta band power. In Experiment 2, participants learned easy (rather than difficult) English vocabulary words and outcomes were measured by immediate and delayed learning performance. Repeated measures ANOVAs showed that the presence of a peer was more beneficial than learning easy content alone. Combined data from both experiments showed that difficulty moderated the effect of social context. Participants performed best when students learned the difficult content alone, and when they learned the easy content with a peer present. [ABSTRACT FROM AUTHOR]

Nurturing twenty-first-century competency is one important agenda in this era, especially in developing collaborative learning and critical thinking skills. Yet, facilitating such a computer-supported collaborative learning (CSCL) environment is challenging. Although several technological platforms from past research studies were developed to support collaborative learning, having a system that comprises a collaboration script, and graph-based workspaces to facilitate explicit externalization of cognitive processes, at the same time, armed with learning analytics to monitor the collaboration and cognitive processes is rare. In this paper, the AppleTree system is presented to illustrate three unique features. Firstly, the AppleTree system is designed with a graph-based workspace to facilitate explicit externalization of knowledge co-constructions and argumentation. Secondly, the system is embedded with a four-phased switch to structure the CSCL process. Thirdly, the system possesses real-time learning analytics, including contribution counts, social network analysis, and the learning artifacts' argumentation structure to promote the development of arguments. An exploratory case study was conducted to examine the design of the AppleTree system in an authentic classroom. Empirical findings showed that the AppleTree system helped regulate effective collaboration and supported learners in developing strong arguments. These results could address the social participation and interaction issues related to collaborative learning and enable the development of students' argumentation skills. The implications of the study to educational technology and the CSCL research field are discussed. [ABSTRACT FROM AUTHOR]

The popularity of instructional videos has increased in recent years. Instructors' speech acts as a social cue which plays an important role in children's learning from these videos. For example, an instructor's personalization style (personalized or non-personalized form) and pause types (pause or no pause) are potential design considerations which can support student learning within a multimedia environment. However, it is not yet well known how these factors influence children's attention allocation, learning performance, and academic emotion. The present study examined the effect of instructors' personalized forms and pause types on 28 six-year-old children in a laboratory setting. Eye tracking data revealed that the combined use of personalization and pauses in instructional videos best enhanced children's learning performance and attention allocation. However, there was no significant difference in between the four conditions. The study findings recommend that when creating instructional videos, instructors should speak in a personalized form and should incorporate regular transient pauses. The use of first-person language can also act as a social cue, enabling students' deep processing of the instructor's verbal information and increasing the instructor's social presence in the videos. This gives learners more time for cognitive processing, ultimately improving their learning performance. [ABSTRACT FROM AUTHOR]

Synchronous online learning via technology has become a major trend in institutions of higher education, allowing students to learn from video lectures alongside their peers online. However, relatively little research has focused on the influence of these peers on students' learning during video lectures and even less on the effect of peer familiarity. The present study aimed to test the various effects of peer presence and peer familiarity on learning from video lectures. There were three experimental conditions: individual-learning, paired-learning with an unfamiliar peer, and paired-learning with a familiar peer. ANCOVA results found that students paired with a familiar peer reported higher motivation in learning and more self-monitoring behaviors than those paired with an unfamiliar peer or who learned alone. Furthermore, students paired with both unfamiliar or familiar peers demonstrated better learning transfer than those who learned alone. Together, these results confirm the benefits of and support learning alongside a familiar peer during video lectures. [ABSTRACT FROM AUTHOR]

Evidence regarding the benefits of an instructor's deictic gestures in video lectures on adults' learning may not necessarily be reflective of their effect on children's learning. Furthermore, there is a lack evidence regarding how deictic gestures specifically affect learners' learning process. Based in cognitive load theory, with consideration of the signaling principle and embodiment principle in multimedia learning, the present study sought to determine whether an instructor's deictic gestures affected young adults' and children's learning from video lectures differently. Participants consisted of 60 college students as the young adults sample and 63 pupils as the children sample. Each participant viewed one of two video lectures, either with or without the instructor using deictic gestures. During the experiment, participants' eye movements, prior knowledge, learning process, and learning performance were recorded and measured. The results of nonparametric tests showed that when the instructor used deictic gestures, the children paid more attention to the video content while the young adults reported a higher learning experience. Both groups demonstrated improved learning performance, regardless of age. Our findings highlight the fact that young adults and children do learn differently from video lectures with an instructor using deictic gestures. Furthermore, our findings contribute to understandings regarding the design of video lectures and video-based learning, specifically, that if an instructor is presenting the content in video lectures, they should be encouraged to use deictic gestures to improve students' learning. [ABSTRACT FROM AUTHOR]

This electroencephalography (EEG) study tested the benefits of generative learning and the underlying neural mechanism of these benefits when learning from video lectures. Twenty-six Chinese young adults independently viewed two video lectures in a repeated measures design. Each video lecture was broken into 40 segments, and after each segment, the participants either generated an oral sentence (generative learning condition) or viewed a sentence (passive viewing condition). Participants' learning performance (accuracy and reaction time) were assessed after viewing each video, and their EEG oscillations (i.e., lower alpha band and upper alpha band in frontal and occipital-parietal regions) were recorded while watching each video and while generating a sentence or viewing a sentence. Paired t tests showed that students had higher learning performance (higher accuracy and shorter reaction time) after learning by using a generative learning strategy than learning by passive viewing. Repeated measures ANOVAs showed that when learning by using a generative learning strategy, students exhibited increased frontal and occipital-parietal lower alpha and upper alpha power, both while watching the video lectures and generating/viewing a sentence. The two learning strategy conditions showed a larger difference in upper alpha power than in lower alpha power. Correlation analyses showed that students' alpha power in the generative learning strategy condition was positively related to their reaction time. Based on the learning performance tests, generative learning is more effective than passive learning from video lectures; based on the EEG results, the effectiveness appears to be due to students being primed to apply a top-down processing strategy. The findings have an important practical implication: instructors can encourage students to engage in generative learning after viewing video lectures. [ABSTRACT FROM AUTHOR]

It is well known that outlines can help learners establish a conceptual framework that connects new knowledge with prior knowledge, and thus promote learning. However, it is unclear whether outlines are beneficial before learning from watching an educational video. We tested the effects of two goal setting strategies on learning from a video lecture. Learners (N = 87) were randomly assigned to one of three groups: read an instructor-generated outline before the video (n = 29); read the same outline, and based on it, generate their own outline of the key ideas before the video (n = 29); control group (n = 29). The study was conducted in an eye-tracking laboratory. Learners in the instructor-generated outline group reported higher learning engagement than those in the control group. Learners in the reading and generating outline group paid greater attention to the learning materials, and had higher learning performance scores, than those in the control group. The two strategy groups did not differ from each other on learning engagement or learning performance. The findings suggest that: To improve learning, instructors should ask learners to read an instructor-generated outline, and to generate their own outline based on the instructor's outline, before viewing the video lecture. [ABSTRACT FROM AUTHOR]

Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners' mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation. [ABSTRACT FROM AUTHOR]

Language learning has long been a topic of interest, and instructional videos which allow students to learn anywhere and anytime have become an important language learning tool. However, the emotional characteristics of both instructors and students, which have the potential to influence students' second language learning from instructional videos, have yet to be fully explored. The current study investigated the interaction effects of an instructor's emotions (positive vs. negative vs. neutral) and students' emotional intelligence (low vs. high) on students' second language vocabulary learning from instructional videos with consideration of attention paid to the learning material (i.e., average fixation time, referring to the duration of each fixation on the learning material), learning experience (i.e., motivation, engagement, interaction), and learning performance (both immediate and delayed). Results showed that (1) only the interaction effect on attention was verified, and that (2) students with high emotional intelligence showed a larger average fixation time in the positive condition than in the negative condition, while (3) students with low emotional intelligence showed a smaller average fixation time in the neutral condition than in the negative condition. Furthermore, the results verified the benefits of the instructor's positive emotion on students' motivation, interaction, and immediate performance. Our findings shine a light onto the influence of an instructor's emotions and students' emotional intelligence on second language learning, and provide practical implications for the design of instructional videos and second language learning. [ABSTRACT FROM AUTHOR]

While there are many studies on students' collaborative learning at the small group level, pedagogies and strategies for supporting students' collaborative learning at the class level are underexplored. This study proposes a pedagogical model named the Spiral Model of Collaborative Knowledge Improvement (SMCKI) to inform the design and implementation of multi-layered collaborative learning activities in a networked class where there are many groups of students working collaboratively. Starting with a phase of individual ideation, the pedagogical model scaffolds students to go through five phases of intra-group and inter-group knowledge improvement and refinement, with the goal of supporting the advancement of their individual and collective knowledge. An exploratory case study is presented to illustrate how this model was used in a pre-service teachers' technology-enhanced learning (TEL) activity design lesson in a Computer-Supported Collaborative Learning (CSCL) environment. The results show that the participants significantly improved the quality of TEL design throughout the five phases of SMCKI. The implications of the findings on designing and implementing CSCL activities in authentic class environments are discussed. [ABSTRACT FROM AUTHOR]

This study focused on how an instructor's pointing gestures and depictive gestures differentially affected learners' retention, transfer, and visual attention allocation. Eighty-five Chinese undergraduates were randomly assigned to view one of three video lectures in a laboratory. The videos varied in terms of the instructor's use of gesture: pointing gestures, depictive gestures, or no gestures. As hypothesized, the results showed better learning performance after the videos that included either pointing gestures or depictive gestures relative to the no gestures video; interestingly, the effect of gestures in video lectures was greater for participants with low and medium prior knowledge. In addition, the type of gesture differentially affected learners' visual attention allocation: pointing gestures directed attention to the relevant learning content of the PowerPoint slides, and depictive gestures drew learners' attention to the instructor. The findings have practical implications: instructors are encouraged to use pointing gestures and depictive gestures in video lectures. [ABSTRACT FROM AUTHOR]