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Filial piety in traditional Chinese culture is an essential variable in explaining intergenerational interaction. However, previous studies have not clarified whether older adults' filial responsibility expectations matched children's filial support and the effects of the filial discrepancy on their life satisfaction and loneliness. The latent profile analysis showed that older adults were divided into two groups: (1) high expectations and support, and (2) low expectations and support. The results showed that compared with older adults with low expectations and low support, those with high expectations and high support reported higher life satisfaction and lower loneliness. Additionally, social support played a moderating role in the effect of the groups of older adults on life satisfaction and loneliness. Our conclusion shows that filial support is an essential factor influencing older adult life satisfaction and loneliness, and social support is an effective supplement to filial support. [ABSTRACT FROM AUTHOR]

Given their easy accessibility and dual‐channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning tool among many students. Teachers often use various nonverbal behaviours to elicit social reactions and guide learners' attention in instructional videos. The current study conducted three eye‐tracking experiments to examine the circumstances under which a teacher's happy facial expressions are beneficial in instructional videos, with or without pointing gestures and mouse pointing. Experiments 1 and 2 demonstrated that the combination of happy facial expressions and pointing gestures attracted learners' attention to the teacher and hindered students' learning performance, regardless of the complexity of slides. Experiment 3 showed that in instructional videos with complex slides, using happy facial expressions along with mouse pointing can enhance students' learning performance. Teachers are advised to show happy facial expressions and avoid using pointing gestures when designing instructional videos. Practitioner notes What is already known about this topic Given easy accessibility and dual‐channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning. When teachers record instructional videos while standing alongside slides, they often use nonverbal cues to support their speech. Teachers' social and attentional cues interactively influence students' learning processes and performance. What this paper adds A teacher's happy facial expressions evoke more positive emotions and greater motivation in learners compared to bored expressions. A teacher's pointing gestures, when combined with happy facial expressions, divert students' attention away from slides and towards the teacher. A teacher's happy facial expressions enhance students' learning performance when no pointing gestures are used in videos with simple slides. Implications for practice/policy Teachers are advised to display happy facial expressions and avoid using pointing gestures in instructional videos, regardless of the complexity of the slides. Practitioners should consider how to incorporate teachers' facial expressions pointing gestures and mouse pointing effectively. What is already known about this topic Given easy accessibility and dual‐channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning. When teachers record instructional videos while standing alongside slides, they often use nonverbal cues to support their speech. Teachers' social and attentional cues interactively influence students' learning processes and performance. What this paper adds A teacher's happy facial expressions evoke more positive emotions and greater motivation in learners compared to bored expressions. A teacher's pointing gestures, when combined with happy facial expressions, divert students' attention away from slides and towards the teacher. A teacher's happy facial expressions enhance students' learning performance when no pointing gestures are used in videos with simple slides. Implications for practice/policy Teachers are advised to display happy facial expressions and avoid using pointing gestures in instructional videos, regardless of the complexity of the slides. Practitioners should consider how to incorporate teachers' facial expressions pointing gestures and mouse pointing effectively. [ABSTRACT FROM AUTHOR]

This study investigated the effects of two types of oral explanations (ie, self‐explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learning performance gain. A total of 116 undergraduate and graduate students watched a 4‐min video on the human body's respiratory system. They were randomly assigned to one of four conditions (explanation generation: self‐explanation vs. instructional explanation × drawing activity: no drawing vs. drawing). Results indicated that without a drawing requirement, students in the self‐explanation condition displayed fewer personal references and exhibited a lower learning performance gain than those in the instructional explanation condition. Conversely, when drawing was required, self‐explanation students demonstrated higher drawing quality and better learning performance gain. Additionally, students in the drawing condition directed more attention to the diagram area than those in the no drawing condition. These findings suggest that in video learning (1) educators should encourage students to produce oral instructional explanations and (2) if the goal is for students to generate self‐explanations, they should also be prompted to draw to bolster their self‐explanation efforts. [ABSTRACT FROM AUTHOR]

Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour, cognitive process, metacognition and learning performance in an interactive learning environment. Employing a 2 (temporal cues: without vs. with) × 2 (organizational cues: without vs. with) between‐subject design, 117 participants were randomly assigned to one of four conditions: no cues, temporal cues, organizational cues and temporal cues + organizational cues. Among these, temporal cues (ie, progress bar) serve as time‐related signals designed to regulate pacing, and organizational cues (ie, table of contents) provide a structural framework for the content. Significant cueing effects were observed for both cue types at germane cognitive load and transfer. Notably, our results indicate that organizational cues effectively guide learners' attention towards the underlying structure, thus promoting cognitive processing. These unique benefits are evident in improved topic recall, retention and monitoring accuracy. Importantly, combined temporal cues and organizational cues were seen to not only allow learners to exhibit more engagement behaviours (ie, skimming) but also assist learners in accurately judging their learning. These findings strongly support the recommendation to use cues to enhance the effectiveness of learner control. Practitioner notesWhat is already known about this topic Instructional videos may overload limited working memory resources due to the transient information effect.The overall effect of including learner control within educational technology was almost zero (g = 0.05) but showed higher heterogeneity.It is unclear whether embedding various cues in an instructional video improves the effectiveness of learner control.What this paper adds Both temporal and organizational cues aided in increasing learners' germane cognitive load and enhancing their transfer.Organizational cues helped learners understand the underlying structure, thus facilitating deeper cognitive processing, improved metacognition and ultimately boosted learning performance.Combined temporal and organizational cues lead to engagement behaviours and accurate self‐monitoring.Implications for practice and/or policy Providing instructional support is important in assisting learners with the complexities of learner‐controlled instruction.Embedding cues help learners process the content deeply by giving learners control over the instructional video. [ABSTRACT FROM AUTHOR]

Background: Learning from video lectures with peers, that is, co‐viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age. Objectives: The present study tested the effects of learners' motivation on co‐viewing video lectures in terms of learning performance, mental effort, and interpersonal brain synchronization (IBS). Methods: The current study was quantitative experimental. In total, 142 participants were recruited and divided into 71 dyads to manipulate task motivation from three aspects: meaning, interest, and reward. Then, they were divided into three experimental conditions according to the level of task motivation: two low task motivation learners (LL condition), a combination of one low and the other high (HL condition), and two high task motivation learners (HH condition). Two participants in a dyad were asked to view a video lecture on a shared screen and not talk until the end of the video lecture, with both learners in full view. Simultaneously, we recorded the cortical hemodynamic activity of two participants in each dyad using functional near‐infrared spectroscopy (fNIRS). Results and Conclusions: The group‐level analysis showed that two high‐task motivation learners had better learning performance, greater mental effort, and stronger IBS than a combination of one low and one high‐task motivation and two low‐task motivation. The results from the individual assessment indicated that pairing a person with low task motivation with another with high task motivation resulted in benefits for the low‐task motivation learner in terms of their self‐perceived learning. However, it negatively affected the performance of the high task motivation learner. Implications: First, high‐task motivation learners were encouraged to co‐view video lectures. Second, instructors were encouraged to intervene between their interactions by providing timely feedback to avoid losses for high‐task motivation learners, as this composition benefits low‐task motivation learners. Lay Description: What is already known about this topic: Most studies consider viewing video lectures as an individual process and test the role of learners' motivation at the individual level.Co‐viewing video lectures is a common mode of learning across a wide range of ages and topics in the information age.Learners' task motivation is essential for optimal learning in various settings. What this paper adds: Having two high task motivation co‐viewers enhanced their learning, encompassing retention, transfer, and confidence in performing well.Having two high task motivation co‐viewers enhanced IBS in the rTPJ‐rTPJ and IPL‐SMA pairings.Pairing a low task motivation learner with a high task motivation learner could be beneficial for the low task motivation learner, but it may result in losses for the high task motivation learner. Implications for practice and/or policy: Future work should verify the conclusions of the current study in natural settings, allowing verbal interaction versus settings permitting only nonverbal interaction and avoiding experimenter expectations.Future research should continue to test the long‐term effects of pairing a low task motivation learner with a high task motivation learner.We encourage high task motivation learners to co‐view video lectures.Instructors are advised to intervene in the interaction of pairs of a low task motivation learner with a high task motivation learner, for instance, by providing timely feedback. [ABSTRACT FROM AUTHOR]

Background: Leaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance. However, few studies have examined the effects of individual leaderboard elements on English vocabulary learning through video lectures. Objectives: The present study aimed to examine how different leaderboard elements (i.e., points and rank) may affect students' English vocabulary learning through video lectures. Methods: A total of 34 students were assigned to groups using different leaderboard elements in a counterbalanced order. Participants' motivation, eye movements, and learning performance were measured and analysed. Results and Conclusions: Students' leaderboard rank was shown to increase their motivation regardless of whether other elements were present. Eye movement tracking revealed that the presence of the leaderboard increased students' saccades between the questions and the options, and lengthened their dwell time on the learning materials while reducing their dwell time on the non‐learning‐related screen areas. Presenting students' rank alone also improved their learning performance. Implications: Our findings strongly support the use of video lectures for English vocabulary learning, with the following recommendations: (1) Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement; (2) Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance. Lay Description: What is already known about this topic: While learning English vocabulary from video lectures, students might experience low levels of motivation and engagement, and pay less attention to the lectures.Leaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance.It remains unclear which leaderboard elements (i.e., points or rank) contribute most significantly to the effectiveness of the leaderboards. What this paper adds: Leaderboard elements have different effects on English vocabulary learning.The rank on the leaderboard benefited students' motivation and engagement.The rank also enhances students' confidence and learning performance. Implications for practice and/or policy: Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement.Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance. [ABSTRACT FROM AUTHOR]

The present study examined whether students' prior knowledge moderated the effects of their motivation compositions on learning performance (ie, retention and transfer) and interaction (ie, interpersonal brain synchronization (IBS) and behavioural pattern) in learning from video lectures. The results confirmed the benefits of the composition of two high motivation students on their knowledge transfer. The results also showed that students' prior knowledge had a moderating effect on interaction. For low prior knowledge students, high motivation composition increased their IBS in the temporoparietal junction‐inferior parietal lobule (TPJ‐IPL), temporoparietal junction‐supplementary motor area (TPJ‐SMA), inferior parietal lobule‐supplementary motor area (IPL‐SMA) and anterior prefrontal‐anterior prefrontal cortex (aPFC‐aPFC) regions during co‐explaining and enhanced their regulating‐related behavioural sequences and decreased disagree‐related behavioural sequences. However, for high prior knowledge students, a high motivation dyad composition decreased their IBS in the supramarginal gyrus‐anterior prefrontal cortex (SMG‐aPFC) while co‐viewing the video lecture, and in the TPJ‐IPL, TPJ‐SMA, IPL‐SMA and SMG‐aPFC during co‐explaining, cognitive communication, argumentation‐related and regulating‐related behavioural sequences but enhanced off‐task‐related behavioural sequences. Our findings suggest that instructors should encourage high motivation students to co‐view video lectures, and scaffold students with low prior knowledge to enhance regulating‐related behavioural sequences and scaffold students with high prior knowledge and high motivation to enhance cognitive communication, argumentation‐related and regulating‐related behavioural sequences and decrease off‐task‐related behavioural sequences. Practitioner notesWhat is already known about this topic Co‐viewing video lectures is a common form of learning across a wide range of ages and topics.Students' motivation is essential for optimal learning in various settings (eg, face‐to‐face classroom and online learning).Students' prior knowledge moderates the effects of their motivations on learning from video lectures from the individual perspective.What this paper adds The composition of two high motivation students benefits their knowledge transfer.For low prior knowledge students, the composition of two high motivation students increased their IBS in the TPJ‐IPL, TPJ‐SMA, IPL‐SMA and aPFC‐aPFC regions, enhanced their regulating‐related behavioural sequences and decreased their disagree‐related behavioural sequences.For high prior knowledge students, the composition of two high motivation students decreased their IBS in multiple brain regions, as well as their cognitive communication, argumentation‐related and regulating‐related behavioural sequences, but enhanced their off‐task‐related behavioural sequences.Implications for practice and/or policy High motivation students are encouraged to co‐view video lectures.Instructors should scaffold students with low prior knowledge to enhance regulating‐related behavioural sequences.Instructors should scaffold students with high prior knowledge and high motivation to enhance cognitive communication, argumentation‐related and regulating‐related behavioural sequences and decrease off‐task‐related behavioural sequences. [ABSTRACT FROM AUTHOR]

Exercise training has been proposed as a method for improving cognitive function. However, it is unknown whether chronic physical activity promotes divergent thinking and its underlying mechanism. Ambiguity tolerance has been considered relevant to divergent thinking. Therefore, this study sought to investigate whether individuals engaging in different types of exercise training differed in divergent thinking and to examine the mediating role of ambiguity tolerance underlying the training effect. The study was conducted in a sample of 492 university students who completed the unusual use task and the ambiguity tolerance questionnaire. The results revealed that individuals who underwent physical training proposed more creative ideas than non‐physical training individuals did. Individuals engaging in multiple movement training scored higher in fluency, flexibility, and originality than their counterparts engaging in single movement training. Furthermore, ambiguity tolerance fully explained the difference in divergent thinking fluency between the physical and non‐physical training groups. These findings provide preliminary evidence for the benefits of physical training on divergent thinking. [ABSTRACT FROM AUTHOR]

The empty nest is a phase of life that most parents will experience when their children grow up and leave home. However, little attention has been given to changes that take place in empty nesters' daily patterns of interaction. This study aimed to examine the differences between empty nesters and non‐empty nesters in relation to their daily interactions and the affect of various social partners. A total of 208 participants were recruited via convenience sampling; they were asked to record their daily interactions using the Rochester Interaction Record and to rate their affect after each interaction using the Positive Affect–Negative Affect Scale. The results showed that daily interactions were related to a higher increase of positive affect in empty nesters than in non‐empty nesters when interactions were with adult children. In contrast, daily interactions of non‐empty nesters were related to a higher decrease in negative affect when the interactions were with friends, neighbors, and strangers. These findings indicate that the patterns of daily interactions differ between empty nesters and non‐empty nesters. Specifically, the daily interactions of empty nesters were seen to be more related to a higher increase in positive affect, whereas the daily interactions of non‐empty nesters were seen to be more related to a higher decrease in negative affect. This study showed the differences in daily interaction patterns between empty and non‐empty nesters across diverse social partners. The findings on the daily interaction patterns have some implications for older adults: (1) empty nesters can improve daily interaction with adult children, relatives, and colleagues for a higher positive affect; (2) non‐empty nesters can improve daily interactions with friends, neighbors, and strangers to relieve their negative affect. [ABSTRACT FROM AUTHOR]

Virtual reality, as an excellent supportive instructional technology, has gained increasing attention from educators and professionals, where desktop‐based virtual reality (DVR) is broadly adopted due to its affordability and accessibility. However, when evaluating students' learning experiences such as flow experiences in DVR environments, most studies adopt a single construct (the total score of flow experience) rather than multiple constructs (enjoyment, engagement, concentration, presence and time distortion). This study implemented desktop‐based virtual reality for a STEM bridge designing program with a total of 254 undergraduates to investigate the relationship between self‐regulation skills, five dimensions of flow experience, learning satisfaction and continuous intention when engaging in a DVR learning environment. The results revealed that self‐regulated learning exerted a dominant impact on students' learning attitudes in DVR learning, in which students' flow experience had a significant mediating effect. Notably, although DVR exhibited poor time distortion, higher satisfaction and continuous intention were still predicted by the mentality of flow experience (ie, enjoyment, engagement, concentration and presence). The findings of this study contribute to the consideration of learning experiences and attitudes, which has insights for the future design of desktop‐based virtual reality environments and related instructional activities. Practitioner notesWhat is already known about this topic Students are different in self‐regulation skills, which influences their satisfaction and continuous intention in learning.Students' self‐regulation skills are one of the important variables in predicting their flow experience.A high level of flow experience contributes to a coherent and efficient learning experience within desktop‐based virtual reality (DVR) environments.What this paper adds Students' self‐regulation skills positively predicted their flow experience and satisfaction in DVR environments.The components of flow experience (enjoyment, concentration and presence) partially mediated the relationship between self‐regulation skills and satisfaction.Students' self‐regulation skills indirectly affect continuous intention by the enjoyment and engagement of flow experiences.Implications for practice and/or policy When delivering DVR‐based learning activities educators should be supportive of students with low levels of self‐regulation skills.Emphasis on promoting flow experiences such as enjoyment, engagement, concentration and presence in designing a DVR‐based classroom could enhance student satisfaction and continuous intention.Embedding scaffolding or feedback in DVR settings would support self‐regulated learning and subsequently improve student satisfaction and persistence through enhanced flow experience. [ABSTRACT FROM AUTHOR]

Background: Video lectures which include the instructor's presence are becoming increasingly popular. Presenting a real human does, however, entail higher financial and time costs in making videos, and one innovative approach to reduce costs has been to generate a virtual speaking instructor. Objectives: The current study examined whether the use of a virtual instructor in video lectures would facilitate learning as well as a human instructor, and whether manipulating the virtual instructor's characteristics (i.e., voice and appearance) might optimize the effectiveness of the virtual instructor. Methods: Our study set four conditions. In the control condition, students watched a human instructor. In the experiment conditions, students watched one of (a) a virtual instructor which used the human instructor's voice and an AI image, (b) a virtual instructor which spoke in an AI voice with an AI image made to speak using text‐to‐speech and lip synthesis techniques, or (c) a virtual instructor with used an AI voice and an AI likable‐image of an instructor. Results and Conclusions: The AI likable instructor condition had a significant positive effect on students' learning performance and motivation, without decreasing the attention students paid to the learning materials. Implications: Our findings suggest that instructional video designers can make use of AI voices and AI images of likable humans as instructors to motivate students and enhance their learning performance. Lay Description: What is already known about this topic: Video lectures which include the instructor's presence are becoming increasingly popular.Presenting a virtual instructor (i.e., a pedagogical agent) in video lectures has been shown to reduce costs of video production, both financially and in terms of time. What this paper adds: An AI‐generated voice and an AI‐generated image facilitated more students' transfer performance than a human instructor.The AI likable instructor condition had a significant positive effect on students' learning performance and motivation, without decreasing the attention students paid to the learning materials. Implications for practice and/or policy: We encourage instructional designers to use AI‐generated voices and AI‐generated images connected to a virtual instructor instead of a human instructor in video lectures.We encourage instructional designers to use likable human images (as defined by the students themselves) as a way to motivate students more and enhance their learning performance. [ABSTRACT FROM AUTHOR]

Generating written explanations is a popular learning strategy in an online learning environment. Students can explain to themselves (ie, self‐explanations) or a peer‐student (ie, instructional explanations). However, for improving learning from video lectures, it is unclear whether writing self‐explanations is more beneficial than writing instructional explanations, and whether writing both types of explanation is more beneficial than writing only one type. We compared the learning‐related outcomes of students who wrote explanations under one of four conditions: self‐explanation (n = 30), instructional explanation (n = 30), self‐explanation then instructional explanation (n = 30) and instructional explanation then self‐explanation (n = 30). We assessed the participants' external and internal attention, explanation quality, and immediate and delayed learning performance. Students in the conditions that included self‐explanations showed higher internal attention, as well as better immediate and delayed performance than those in the instructional explanations condition. In addition, students in the two combined conditions showed a higher level of organization and elaboration than those in the instructional explanations condition. These results suggest that students should write explanations to themselves while learning from video lectures. Practitioner notesWhat is already known about this topic Generating explanations is a beneficial learning strategy.It is unclear whether explaining to oneself (self‐explanations) is more beneficial than explaining to a peer (instructional explanations).The benefits of writing instructional explanations on learning performance were not consistently found across diverse areas.What this paper adds Self‐explanations, both in oral and written form, were more effective for learning performance than instructional explanations.Students in the conditions that included both self‐explanations and instructional explanations demonstrated a higher level of organization and elaboration than those in the instructional explanation condition.When compared to the self‐explanations condition, additional instructional explanations had no effect on learning performance or internal attention.Implications for practice and/or policy Self‐explanations was an excellent approach for learning from video lectures.Students should write explanations to themselves while learning from video lectures. [ABSTRACT FROM AUTHOR]

Instructors' speech and gestures are tightly integrated. However, little is known about the neural mechanisms by which different types of gestures affect learning. We conducted two experiments on the effects of gestures in video lectures that included an instructor and slides, with English vocabulary as the topic. In Experiment 1, we manipulated the instructor's gestures (beat gestures vs. pointing gestures vs. depictive gestures) on neural oscillations and learning performance. The electroencephalogram results showed that students had higher alpha power and higher beta power when the instructor used pointing gestures, suggesting lower sensorimotor involvement in processing. Pointing gestures produced lower learning performance than beat gestures and depictive gestures. In Experiment 2, we manipulated the instructor's pointing gestures and the richness of visual materials in video lectures. The results showed that the effectiveness of pointing gestures was moderated by the richness of the visual materials on the slide. Specifically, pointing gestures were more effective for complex versus simple learning materials. The findings suggest that electroencephalogram oscillations and learning performance vary with the type of gesture the instructor uses and the richness of visual materials in video lectures. This study has applied value for designing effective video lectures in many disciplines: (1) When a video lecture includes simple visual materials, a beat gesture and depictive gesture would be better; (2) when a video lecture includes complex visual materials, the instructor can produce pointing gestures to single out the learning content they are talking about. Practitioner notesWhat is already known about this topic Instructors commonly produce gestures while they teach, and their gestures and speech are tightly integrated.Instructors often use three types of gestures: beat gestures, pointing gestures and depictive gestures.Different types of gestures influence learning via different neural mechanisms.What this paper adds Students' alpha power and beta power had lower amplitudes when observing an instructor's beat gestures, compared to pointing and depictive gestures.Students showed higher learning performance after viewing the video lectures with the instructor's beat and depictive gestures.An instructor's pointing gestures facilitated learning performance primarily in video lectures with complex visual materials (CVM) rather than simple visual material (SVM).Implications for practice and/or policy When a video lecture includes SVM, the instructor is encouraged to produce beat gestures and depictive gestures rather than pointing gestures.When a video lecture includes CVM, the instructor is encouraged to produce pointing gestures to single out the learning content they are talking about. [ABSTRACT FROM AUTHOR]

Digital competence is critical for university students to adapt to and benefit from digitally enhanced learning. Prior studies on its measurement mostly focus on educators and relied on factor analyses. However, there is a lack of valid and convenient tools to measure university students' digital competence. This study aimed to develop a digital competence scale for university students (DC‐US) in digitally enhanced learning with robust psychometric properties. An initial DC‐US with 23 items was proposed to measure the single latent trait of digital competence. It was validated and refined continuously through a pilot study, a main study and a predictive validity study in three datasets involving 825 participants altogether, using factor analyses, Rasch analyses and the partial least squares modelling. The final DC‐US turned out to comprise two subscales: technical literacy and digital skills, with 10 items retained, and manifested high internal consistency, unidimensionality and measurement invariance. The scale also demonstrated strong predictive validity, with technical literacy greatly predicting digital skills, which negatively predicted technostress. The DC‐US enables instructors and school administrators to conveniently obtain preliminary information of university students' digital competence, informing their digital class preparation and development of timely interventions for addressing digital deficiencies. Lay Description: What is already known about this topic?: Digital competence is critical for university students to adapt to and benefit from digitally enhanced learning (DEL).There is a lack of valid and convenient tools to measure university students' digital competence.Prior studies on its measurement mostly focus on educators and relied on factor analyses. What this paper adds?: A unidimensional, valid and unbiased digital competence scale was developed for university students.Rasch analyses and classical test theory were employed jointly for the scale development.The digital competence scale comprised two subscales: Technical literacy and digital skills. Implications for practice: University students can use the scale for a quick self‐assessment of their digital competence before joining DEL.Instructors can use the scale to gain an initial knowledge of their students' digital competence to inform digital class preparation.University administrators can rely on the scale to quickly evaluate the implementation effectiveness of DEL schemes. [ABSTRACT FROM AUTHOR]

Intrinsic motivation is seen as the principal source of vitality in educational settings. This study examined whether intrinsic motivation promoted online group creativity and tested a cognitive mechanism that might explain this effect. University students (N = 72; 61 women) who volunteered to participate were asked to fulfill a creative task with a peer using online software. The peer was actually a fake participant who was programed to send prepared answers in sequence. Ratings of creativity (fluency, flexibility and originality) and eye movement data (focus on own vs. peer's ideas on the screen) were used to compare students who were induced to have high intrinsic motivation and those induced to have low intrinsic motivation. Results showed that compared to participants with low intrinsic motivation, those with high intrinsic motivation showed higher fluency and flexibility on the creative task and spent a larger percentage of time looking at their own ideas on the screen. The two groups did not differ in how much they looked at the peer's ideas. In addition, students' percentage dwell time on their own ideas mediated the beneficial effect of intrinsic motivation on idea fluency. These results suggest that although intrinsic motivation could enhance the fluency of creative ideas in an online group, it does not necessarily promote interaction among group members. Given the importance of interaction in online group setting, findings of this study suggest that in addition to enhancing intrinsic motivation, other measures should be taken to promote the interaction behavior in online groups. Practitioner NotesWhat is already known about this topic The generation of creative ideas in group settings calls for both individual effort and cognitive stimulation from other members.Intrinsic motivation has been shown to foster creativity in face‐to‐face groups, which is primarily due the promotion of individual effort.In online group settings, students' creativity tends to rely on intrinsic motivation because the extrinsic motivation typically provided by teachers' supervision and peer pressure in face‐to‐face settings is minimized online.What this paper adds Creative performance in online groups benefits from intrinsic motivation.Intrinsic motivation promotes creativity through an individual's own cognitive effort instead of interaction among members.Implications for practice and/or policy Improving students' intrinsic motivation is an effective way to promote creativity in online groups.Teachers should take additional steps to encourage students to interact more with each other in online groups. [ABSTRACT FROM AUTHOR]

In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting a different set of English vocabulary words and were asked to use a different learning strategy for each set of lectures. Participants' EEG signals were assessed while watching the videos; learning experience (self‐reported motivation and engagement) and learning performance (vocabulary recall test score) were assessed after watching the videos. Repeated measures ANOVAs showed that the self‐explaining and teaching strategies were more beneficial than the passive viewing strategy, as indicated by higher EEG theta and alpha band power, a more positive learning experience (higher motivation and engagement) and better learning performance. However, whereas the teaching strategy elicited greater neural oscillations related to working memory and attention compared to the self‐explanation strategy, the two groups did not differ on self‐reported learning experience or learning performance. Our findings are discussed in terms of potential application in courses using video lectures and in terms of their heuristic value for future research on the neural processes that differentiate learning strategies. Practitioner NotesWhat is already known about this topic Watching video lectures does not always result in learners actively making sense of the learning material.Self‐explaining facilitates deep learning from viewing video lectures and in traditional educational settings.Learning by teaching also facilitates deep learning in traditional educational settings.What this paper adds Learning by teaching resulted in the highest theta and alpha band power in EEG assessment while viewing video lectures.Compared with passive viewing, learning by teaching enhanced students' motivation to try to understand the material; in addition, both learning by teaching and self‐explaining enhanced the amount of mental effort students put into understanding the material.Learning was increased via both self‐explaining and teaching strategies after viewing video lectures.Implications for practice and/or policy Learners are encouraged to generate explanations during pauses in video lectures or after viewing them, in order to increase learning.Learners are also encouraged to learn by teaching, as this strategy can increase learning and also increase neural oscillations associated with memory and attention. [ABSTRACT FROM AUTHOR]

An instructor's gestures have an effect not only on students' learning but also on teaching itself. In two experiments, this study tested whether instructors' use of gestures while recording video lectures affected their teaching performance, stress, and cognitive load. In Experiment 1, participants recorded video lectures with gestures or without gestures. As hypothesized, t tests showed that participants in the gestures condition had better teaching performance and lower cognitive load than participants in the no‐gestures condition, whereas there was no effect on stress level. In Experiment 2, participants recorded video lectures with either pointing gestures or representational gestures. The t tests indicated that participants in the pointing gestures condition showed better teaching performance and experienced lower stress than those in the representational gestures condition, but there was no difference in cognitive load. Overall, our findings suggest that in the new educational environment of video lectures, instructors should consider using gestures, especially pointing gestures, to improve their teaching and their experience of teaching. Lay Description: What is already known about this topic Instructors' gestures have benefits on learners' learning.Different types of gestures have different effect.Gestures can affect speaker's cognition. What this paper adds This study explored the effect of whether instructors' gestures and different types of gestures (pointing gestures and representational gestures) during recording instructional videos on their teaching.Instructors' gestures improved their teaching performance, induced cognitive load, and enhanced teaching efficacy.Instructors' pointing gestures were outperformed than representational gestures in teaching performance and stress level. Implications for practice and/or policy Instructors should consider using gestures when recording instructional videos, especially pointing gestures. [ABSTRACT FROM AUTHOR]

In the current implementation of K‐12 education, computational thinking is considered an important part of developing students' key abilities. Many studies have shown that computational thinking can be improved by programming, for example, using Scratch, App Inventor, and Python. However, different programming tools have different forms of programming that affect the development of learners' computational thinking. This study aimed to test the effects of different programming tools with the same teaching content on learners' computational thinking and computer learning attitude in real classroom teaching. Ninety‐nine participants took part in an eight‐week teaching intervention in the Visual Basic (text‐based) and Pencil Code (block‐based) programming environments. T tests showed that students learning in a mixed text‐based and block‐based Pencil Code programming environment not only had significantly improved computational thinking but also became more self‐confident and enjoyed learning programming. Furthermore, our interviews after the eight‐week teaching intervention found that students showed more communication and interaction behaviors learning with Pencil Code. [ABSTRACT FROM AUTHOR]

There has been growing interest in the possibility that peers' ideas can stimulate students' creativity in group contexts. However, empirical research on this issue is limited. This study tested the hypothesis that peers' ideas and students' openness to experience would predict student creativity and attention to peers' ideas. Undergraduate students (n = 60) completed creative tasks in an online collaborative group in which the ideas of "peers" were pre‐programmed. Mixed ANOVAs showed support for the hypothesis. Specifically, students with higher (but not lower) openness, when exposed to a high (but not low) rate of peers' original ideas, paid greater attention to those ideas and were more creative. The implication for education is that teachers should encourage students to share more of their original ideas and to pay more attention to peers' ideas in online collaborative groups. [ABSTRACT FROM AUTHOR]

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. Lay Description: What is currently known about the subject matter: Learners reported that they had to be far more focused when watching video lecture, and the learning effectiveness of video lectures was not satisfactory in educational practice.Attentional cues are non‐content information that can timely guide learners' visual attention to the information instructor mentioned.Human cues in video lectures not only inferred instructor's gestures but also inferred eye guidance. What their paper adds to this: The instructor's gaze guidance not only increased learners' level of social presence but also timely guided learners to allocate more visual attention to corresponding learning content.The instructor's gaze guidance facilitated learners' performance when learning via video lectures. The implications of study findings for practitioners: Instructor should provide gaze guidance in video lectures for better learning performance. [ABSTRACT FROM AUTHOR]