简短的社交存在改善了在线讲座内容的延迟记忆
Lindsay A Santacroce1, Rachel Appiah1, Margot D Sullivan1
1Department of Psychology, Toronto Metropolitan University, Toronto, Ontario, Canada.
PloS one
|January 29, 2025
概括
通过启用摄像头来提高在线课堂的社交存在,提高了学生对讲座内容的记忆力. 这种社会奖励促进了享受和群体归属,建议在虚拟学习环境中改善学术表现的方法.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
背景情况:
- 在COVID-19大流行期间,视频会议在中学后教育中变得至关重要.
- 了解如何优化同步在线课程对于有效的远程学习至关重要.
研究的目的:
- 调查在线课程中的短暂社交存在是否可以增强对讲座材料的延迟记忆.
- 确定社交存在是否起到社会奖励的作用,改善动机和记忆回忆.
主要方法:
- 本科生参加了一个模拟的同步在线科学讲座.
- 社会存在被操纵:高 (讲座前/之后的摄像头) 与低 (关闭摄像头).
- 在24小时后,他们进行了惊喜记忆测试和主观体验调查.
主要成果:
- 参与者在高社会存在条件显示显著更高的识别记忆讲座内容.
- 更高的社交存在与更大的自我报告的享受和更强烈的群体归属感有关.
- 相反,较低的社交存在与较低的记忆性能和主观评分相关.
结论:
- 在虚拟学习环境中简短地增强社交存在可以对学业绩产生积极影响.
- 利用社交存在作为社会奖励可能是一个有效的策略,以提高学生在线教育的参与度和记忆力.
- 这些发现为优化同步在线课堂设计提供了实用见解,以支持大学生.
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