互动问题:共同观看为小学学生提供了从实时视频流中学习的便利
Caixia Liu1, Liyao Wang2, Zhongling Pi3
1Faculty of Artificial Intelligence in Education, Central China Normal University, No. 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province 430079 China.
概括
与互动一起观看直播视频流 (LVS) 提高了小学学生的学习表现和元认知. 简单地在没有互动的情况下共同查看LVS,与单独学习相比,没有显著的学习益处.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 人与计算机的交互
背景情况:
- 视频直播 (LVS) 是一个流行的在线学习工具.
- 同时查看LVS对学习的影响是不一致的,可能是由于学习者互动.
- 调查学习者与学习者互动在共同观看LVS中的作用至关重要.
研究的目的:
- 检查LVS共同查看对小学学生学习的影响.
- 为了确定学习者与学习者之间的互动是否能调节注意力,学习表现,效率和元认知.
- 为了比较单独,被动共视和交互式共视条件的学习结果.
主要方法:
- 一个单向的学科之间的设计与86个小学学生.
- 随机分配给三个组:单独学习,仅与他人共观看,或与互动共观看.
- 克鲁斯卡尔-瓦利斯H测试和ANOVA用于分析注意力,表现,效率和元认知.
主要成果:
- 交互式共同查看导致对共同查看者的注意力比LVS更大.
- 互动共观组的学生表现出卓越的学习表现,超级认知和效率.
- 通过被动的共同查看,与单独学习相比,没有显著的好处.
结论:
- 学习者与学习者的互动是实现共同观看直播视频流的好处的关键.
- 交互式共视会对小学学生的注意力,学习成绩,效率和元认知产生积极影响.
- 结果为设计使用LVS有效的社会学习环境提供了实际见解.
关键词:
注意力 注意力 注意力 注意力共同审核 (co-viewing) 是指一个共同审核的过程.学习者与学习者之间的互动.视频直播视频直播 视频直播超认知 (Metacognition) 是一种超认知 (Metacognition) 的方法.更多相关视频
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