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Related Experiment Video

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Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

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Instructors' expressive nonverbal behavior hinders learning when learners' prior knowledge is low.

Mengke Wang¹, Zengzhao Chen¹, Yawen Shi¹

¹Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China.

Frontiers in Psychology

|September 5, 2022

Summary

This summary is machine-generated.

Instructors' expressive nonverbal behavior enhances student affect and reduces perceived difficulty. However, it may hinder learning performance in students with lower prior knowledge.

Keywords:

affective experience learning performance multimedia learning nonverbal behavior nonverbal expressiveness prior knowledge video lectures

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Area of Science:

Educational Psychology
Communication Studies
Cognitive Science

Background:

Nonverbal communication is crucial in educational settings.
The impact of instructors' expressive nonverbal behavior on student outcomes requires further investigation.

Purpose of the Study:

To examine how instructors' expressive versus nonexpressive nonverbal behaviors in video lectures affect students' learning performance and affective experience.
To explore the moderating role of students' prior knowledge in this relationship.

Main Methods:

Two experiments were conducted with primary school students (rural and urban).
Participants were randomly assigned to view lectures with expressive or nonexpressive instructor nonverbal behavior.
Learning performance and affective experience were measured.

Main Results:

Expressive nonverbal behavior improved affective experiences and reduced perceived task difficulty in both experiments.
In rural students (lower prior knowledge), expressive behavior led to lower learning performance.
In urban students (higher prior knowledge), no significant difference in learning performance was observed.

Conclusions:

Expressive nonverbal behavior positively influences student affect and task perception.
The effectiveness of expressive nonverbal behavior on learning performance is contingent on students' prior knowledge.
Teachers should consider students' prior knowledge when employing expressive nonverbal cues.