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Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
Published on: September 5, 2019
An experimental study on the influence of instructional video interaction on Chinese college students' learning: a
Xiaoyan Feng1, Xiaochen Suo2, Jiping Jiang3
1Department of Education, Henan University, Kaifeng, 475004, China; School of Information Engineering, Henan Institute of Science and Technology, XinXiang, 453000, China.
Abstract:
The interaction of instructional videos plays a critical role in shaping learners' cognitive and emotional engagement. This study examined the effects of four types of instructional video interactions grounded in the ICAP framework (Passive, Active, Constructive, Interactive), implemented through one non-interactive and three interactive formats: one-way, two-way, and multi-way. Ninety-two participants were randomly assigned to the four conditions. Results indicate that instructional videos interaction enhance learners' motivation, engagement, enjoyment, and learning outcomes, while reducing cognitive load. Specifically, one-way interaction stimulated motivation; two-way interaction further improved motivation, reduced cognitive load, and enhanced retention; multi-way interaction showed the most comprehensive benefits across all measures. Additionally, learners' motivation was found to mediate the relationship between interaction and deeper cognitive engagement, ultimately contributing to improved learning retention. These findings suggest that increasing meaningful interaction-through diverse strategies such as pedagogical agents and affective feedback-can promote active participation and deeper learning in video-based instruction.
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