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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]

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.

Interest-driven creator (IDC) theory is a design theory that intends to inform the design of future education in Asia. It consists of three anchored concepts, namely, interest, creation, and habit. This paper presents the third anchored concept habit as well as the habit loop. IDC theory assumes that learners, when driven by interest, can be engaged in knowledge creation. Furthermore, by repeating such process in their daily learning routines, learners will form interest-driven creation habits. The habit loop, the process of building such a habit, consists of three component concepts--cuing environment, routine, and harmony. The cuing environment is a habit trigger that tells the students' brain to get prepared and go into an automatic mode, letting a learning behavior unfold. Routine refers to the behavioral patterns the students repeat most often, literally etched into their neural pathways. Harmony refers to the affective outcome of the routine activity as well as the integration or stabilization of habits; that is, through the routine behavior and action, students may feel that their needs get fulfilled, feel satisfied, and experience inner peace. It is our hope that such habitual behavior of creating knowledge can be sustained so long that students ultimately become lifelong interest-driven creators. This paper focuses on the description of the three components of the habit loop and discusses how these components are related to the interest loop and the creation loop in supporting learners in developing their interest-driven creation capability.

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.

Massive open online courses are one of the most prominent trends in higher education in recent years. Instructional videos play a significant role in the massive open online courses platform. This study tested the impact of sending danmaku related to video content versus sending danmaku not related to video content versus not sending danmaku in instructional video. We assessed students' achievement, learning satisfaction, social presence, and cognitive load. Adopting a quasi-experimental design, we collected data from 137 participants. Result revealed that the danmaku related to video content improved social presence, learning satisfaction, and learning achievement but created more cognitive load.

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.

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.

This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students' mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students' computational thinking and enhance their mathematical modeling skills. [ABSTRACT FROM AUTHOR]

A video lecture instructor exhibiting positive emotion has been shown to induce similar emotions in students, improving the students' motivation and increasing their attention, thus improving their learning performance. However, little systematic research exists on which specific design features with regards to the instructor can induce such emotions. The current study aimed to test whether congruent body gestures boost the effects of an instructor's facial expressions (happy vs. bored) on learning from video lectures in terms of students' emotions, motivation, attention, cognitive load, and learning performance. There were four conditions: (1) a happy face without body gestures, (2) a happy face accompanied with happy body gestures, (3) a bored face without body gestures, and (4) a bored face accompanied with bored body gestures. One-way repeated ANOVAs showed that congruent body gestures strengthened the emotional effects, and strengthened the attentional split effects of the happy face; when the instructor did not produce body gestures, her happy face facilitated students' learning performance compared to the bored face. Our findings suggest that instructors should be encouraged to exhibit a happy face without body gestures when giving video lectures to increase students' learning. [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]

Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor visibility. Video lectures with and without an instructor were used to teach each type of knowledge. Sixty Chinese undergraduates were randomly assigned to two of the four lectures. They completed a cognitive load questionnaire and learning tests after viewing the lectures. The results of t-tests revealed that adding the instructor in a video lecture increased learners' cognitive load only when learning procedural knowledge; adding the instructor only facilitated declarative knowledge learning. The results suggest that the learning effectiveness of video lectures varies depending on the type of knowledge being taught and the presence or absence of an instructor.

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]

This study investigates the role of a collaboration script, the Funnel Model, in supporting students' computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students' computer-supported collaborative argumentation. The students' levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students' appropriation of the script for effective collaborative argumentation. [ABSTRACT FROM AUTHOR]

Recent research on video lectures has indicated that the instructor's pointing gestures facilitate learning performance. This study examined whether the instructor's pointing gestures were superior to nonhuman cues in enhancing video lectures learning, and second, if there was a positive effect, what the underlying mechanisms of the effect might be. There were three kinds of video lectures in the study: one with the instructor's pointing gestures, one with nonhuman cues, and one without any cues. Eighty-four Chinese undergraduates were randomly assigned to view one of the three video lectures in a laboratory. As hypothesized, the results of analyses of variance showed that the instructor's pointing gestures improved learning performance more than the nonhuman cues and no-cues conditions. The pointing gestures directed the learners' visual attention to the relevant learning content of PowerPoint (PPT) slides in the video lecture. This suggests that the instructor's pointing gestures can be a valuable means to improve learning performance in video lectures, in particular PPT slides with much learning information.

This study aimed to understand the effect of task motivation on online group creative performance and interpersonal interaction. A total of 150 university students were recruited to collaborate online on creativity tasks in dyads. The Mmembers' task motivation was manipulated, resulting in three groups that differed in their motivation composition. Ratings of creative performance (fluency and originality), hemodynamic inter-brain synchronization, and lag sequential analysis were compared among the three groups. The results showed that groups comprising two highly motivated members conducted an efficient communication mode and achieved the best creative performance. Contrastingly, groups composed of one high- and one low-motivation member demonstrated the closest interpersonal interaction among members. The findings of this study suggest that it is essential to ensure that every member is highly motivated to improve creative performance in online groups. However, this may result in reduced interpersonal interaction. [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]

Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire and prior knowledge test. The learning process was investigated by eye-tracking and the learning outcome by a learning test. The results revealed that the participants using the video podcast with both the instructor and PPT slides gained the best learning outcomes. It was noted that they allocated much more visual attention to the instructor than to the PPT slides. It was additionally found that the 22 min was the time at which the participants reached the peak of mental fatigue. The results of our study imply that the use of educational technology is culture bound.

This study tested the mutual effects of the instructor's eye gaze and facial expression on students' eye movements (i.e. first fixation time to the slides, percentage dwell time on the slides, and percentage dwell time on the instructor), parasocial interaction, and learning performance in pre-recorded video lectures. Students (N = 118 undergraduate and graduate students) were assigned to watch one of four videos in a 2 (gaze: direct, guided) × 2 (facial expression: surprised, neutral) between-groups design. Contrary to our hypotheses, eye movement data showed that students who watched the video lecture with the instructor's guided gaze and surprised face showed longer first fixation time to the slides and lower dwell time on the slides; these students also had lower learning scores. Instructor eye gaze and facial expression did not influence students' ratings of parasocial interaction. Our results suggest that in reference to social cues during video lectures with slides, "more" is not necessarily "better." The findings have practical implications for designing pre-recorded slide-based video lectures: An instructor is cautioned against using multiple social cues simultaneously, especially in video lectures in which the instructor and the visual learning materials compete for students' attention. [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]

The present study examined whether different types of teacher feedback in a university flipped classroom pre-class activity could improve students' self-regulated learning skills, learning performance, and learning satisfaction. In a repeated measures design (N = 31) the teacher gave a different type of feedback (no feedback vs. cognitive feedback vs. praise feedback vs. mitigating feedback) to questions that students posted on the course discussion platform. At the end of each week the students completed a self-regulated learning questionnaire, learning satisfaction questionnaire, and learning performance test. Repeated measures ANOVAs revealed that all forms of teacher feedback enhanced students' learning performance and self-regulated learning skills, especially the cognitive feedback and praise feedback but not their learning satisfaction. [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]