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An increasing number of MOOCs use learning videos featuring an instructor and slides, but there are few specific guidelines for the design of instructor images for these videos. A pedagogical agent (PA) is a kind of virtual instructor image in a learning video, and its image design is mostly guided by anthropomorphism. Our research attempts to introduce zoomorphism, which is the opposite of traditional anthropomorphism, into the image design of PA. This study tested the effects of two different types of PA images (i.e. anthropomorphic and zoomorphic) as well as a control condition of no PA image on learning from a learning video in a sample of 94 s-grade children. The children were randomly assigned to watch one of three learning videos on pandas. The ANOVA and Kruskal-Wallis tests showed that children who watched the zoomorphic PA image video obtained significantly higher retention, transfer, learning interest, and experience than children who watched the other two types of videos. Children self-reported more enjoyment in the zoomorphic PA image condition than in the no PA condition. Furthermore, the results of multiple regression analysis showed that children's learning interest and experience positively predicted retention and transfer scores; boredom negatively predicted transfer scores. These findings highlight the positive effect of zoomorphism on PA image design, suggesting that zoomorphism holds great prospects in PA image development.

Massive Open Online Courses (MOOCs) have become increasingly common in recent years. As the main component of MOOCs, instructional videos play a significant role in students' learning. This study builds on the extant research on multimedia learning by testing the impact of teachers' continuous vs. intermittent presence in procedural knowledge instructional videos. Students' outcomes were assessed in terms of achievement, learning satisfaction, social presence, and cognitive load. Using a quasi-experimental design, 120 Chinese undergraduate students from four undergraduate classes, were randomly assigned to one of two video conditions based on whether the instructor had a continuous or intermittent presence in an instructional video teaching procedural knowledge. A series of independent sample t tests revealed that a teacher's intermittent presentational approach improved learning achievement and satisfaction, and created less cognitive load relative to a continuous presentational approach. Results of this study can contribute to the design of procedural knowledge instructional videos.

Instructional videos play a central role in most online English courses of the current generation. However, previous research on the design and production of these videos has not been adequate, with direct feedback of learners largely neglected. To address the gap, the present study provides an explorative investigation of the perspectives of EFL learners on instructional videos used in online English courses. Through content analysis of students' comments on three existing instructional videos, it reveals the most favorable features of an instructional video, the means to actualize these features, and students' perceptions of different aspects of the physical design of an instructional video. The findings provide video producers with suggestions on the design and production of instructional videos used in online English courses.

As presented in documentary form, the discourse of the last one hundred years of modern Chinese education is very different from its written counterpart. Documentary discourse provides a perspective on education as realized and understood through the lens. On screen, evolving thoughts on Chinese education have been reconstructed. This article reviews and explores developments in the history of educational documentary in China. The value of the audio-visual method of expressing the essence of education is pursued. The meaning of this evidence is thus restored.

Describes a college level course to examine images of Asia as seen in film and fiction. The course addresses the misunderstandings created by media images. It comprises film viewing, reading, lectures, and weekly student essays. (KC)

The author evaluates several intermediate/secondary-level films about China--past and present--and suggests criteria to use in evaluating others. Avoidance of stereotypes is emphasized. Sources and prices are provided for the cited films. One of several articles on China studies in this journal issue. (SJL)

This study explores differences of caption types and speech rates on learners' cognitive load, learning flow and academic achievement in English instructional video learning. 231 students from A University in China participated in the experiment. Six types of videos with different caption types(no caption, L2 captions, L1+L2 captions) and speech rates(slow speed, fast speed) were developed. Students' prior knowledge level of the teaching content was examined before the experiment, and their cognitive load, learning flow and academic achievement were measured after video learning. The collected data were analyzed through multivariate analysis of variance. According to the results, firstly, students who studied the videos with L1+L2 captions had the lowest cognitive load, the highest learning flow and academic achievement. Secondly, students who studied the videos at low speech rate had lower cognitive load, higher learning flow and academic achievement. Thirdly, students who studied videos with L1+L2 captions and the slow speech rate had the lowest cognitive load, the highest learning flow and academic achievement. These findings suggest that if the main teaching objective is to understand the video content, it is preferable to provide bilingual captions. Besides, slow speech rate can lead to better learning effect of EFL learners. [ABSTRACT FROM AUTHOR]

In this 21st century, teachers need to make teaching and learning activities conducive and fun to improve students' learning interests. According to preliminary studies, the Fibonacci sequence is one of the materials that are difficult for Junior High school students to master. Therefore, this study aims to design instructional material videos on the Fibonacci sequence using Hawgent and Camtasia studio. The research and development (RnD) method was used to research at the Guangxi Normal University, China, using the 4D model comprising Define, Design, Development, and Disseminate. From February to April 2020, the authors developed instructional materials using engaging animations that are easy for students to understand. This study showed that the instructional materials were valid with a score of 83.33, 79.17, and 87.50 from the instructional material expert, media expert, and lecturer, respectively. These scores indicated that the instructional materials in video form are valid and can be sent to schools to help students understand the Fibonacci sequence. However, the implementation stage and the effect on students' mathematical abilities are still needed. [ABSTRACT FROM AUTHOR]

Exemplified by Wolf Warrior 2 (2017), Dying to Survive (2018), and The Wandering Earth (2019), a group of popular Mainland Chinese films labelled baokuan (爆款) has emerged since the mid-2010s. These baokuan movies are known in China for their extremely high domestic box office takings and overwhelmingly positive online word-of-mouth from audiences. Using a combination of Internet studies, film marketing studies, and audience studies, this article focuses on why these baokuan films enjoy great popularity assisted by the Internet and social media in China. It argues that social media has brought two major changes: new strategies for film marketing, which predominantly rely on online promotion, and the blurring of the roles of film audiences and marketers. These changes jointly enable a film's prestige to be continuously escalated and circulated. [ABSTRACT FROM AUTHOR]

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Background: Men who have sex with men (MSM) bear a high burden of syphilis infection. Expanding syphilis testing to improve timely diagnosis and treatment is critical to improve syphilis control. However, syphilis testing rates remain low among MSM, particularly in low- and middle-income countries. We describe the protocol for a randomised controlled trial (RCT) to assess whether provision of syphilis self-testing services can increase the uptake of syphilis testing among MSM in China.Methods: Four hundred forty-four high-risk MSM will be recruited online and randomized in a 1:1:1 ratio to (1) standard syphilis self-testing arm; (2) a self-testing arm program enhanced with crowdsourcing and a lottery-based incentive, and (3) a standard of care (control). Self-testing services include a free syphilis self-test kit through the mail at monthly intervals. Participants in the lottery incentive arm will additionally receive health promotion materials generated from an open crowdsourcing contest and be given a lottery draw with a 10% chance to win 100 RMB (approximately 15 US Dollars) upon confirmed completion of syphilis testing. Syphilis self-test kits have step-by-step instructions and an instructional video. This is a non-blinded, open-label, parallel RCT. Participants in each arm will be followed-up at three and 6 months through WeChat (a social media app like Facebook messenger). Confirmation of syphilis self-test use will be determined by requiring participants to submit a photo of the used test kit to study staff via secure data messaging. Both self-testing and facility-based testing will be ascertained by sending a secure photographic image of the completed kit through an existing digital platform. The primary outcome is the proportion of participants who tested for syphilis in the past 3 months.Discussion: Findings from this study will provide much needed insight on the impact of syphilis self-testing on promoting routine syphilis screening among MSM. The findings will also contribute to our understanding of the safety, effectiveness and acceptability of syphilis self-testing. These findings will have important implications for self-testing policy, both in China and internationally.Trial Registration: ChiCTR1900022409 (10 April, 2019). [ABSTRACT FROM AUTHOR]

Although there is an increased interest in overseas training for educational leaders in China, little is known about the value of such programs. This qualitative case study explores Chinese school principals' perceptions of leadership practices and professional development after undertaking a Finnish training program. The article also explores difficulties related to different educational contexts when an attempt is made at applying the Finnish education experience to China. Famed for its excellent education, Finland is currently actively involved in exporting its education by providing such training programs to the whole world. Data was collected by semi-structured interviews with six Shanghai principals. The results showed a certain level of satisfaction but also needs for improvement. It thus appears that such an overseas training program can play a positive but limited role in expanding Chinese principals' leadership practices and professional development. [ABSTRACT FROM AUTHOR]