Neural Oscillations and Learning Performance Vary with an Instructor's Gestures and Visual Materials in Video Lectures

Autor/inn/en	Pi, Zhongling; Zhang, Yabo; Yu, Qiuchen; Zhang, Yi; Yang, Jiumin; Zhao, Qingbai
Titel	Neural Oscillations and Learning Performance Vary with an Instructor's Gestures and Visual Materials in Video Lectures
Quelle	In: British Journal of Educational Technology, 53 (2022) 1, S.93-113 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13154
Schlagwörter	Teacher Behavior; Nonverbal Communication; Video Technology; Lecture Method; Vocabulary Development; Visual Aids; Instructional Design + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Non-verbal communication; Nonverbale Kommunikation; Wortschatzarbeit; Anschauungsmaterial; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01