Students' judgments of learning (JOLs) are often driven by cues that are not diagnostic of actual learning. One powerful cue that can mislead JOLs is lecture fluency-the degree to which an instructor delivers a smooth, confident, and well-polished lecture. Lecture fluency often inflates JOLs, but has no effect on actual learning. The limited research so far, however, has not systematically explored the role of instructor experience, which may moderate the effects of lecture fluency. In two experiments, students viewed a video-recorded lecture of a fluent or disfluent lecture, and beforehand were informed that the instructor was experienced or inexperienced. Afterward, students made a JOL estimating how much they had learned, answered several evaluation questions, and took a test. Significant effects of lecture fluency, but not instructor experience, occurred whereby lecture fluency inflated JOLs but not test scores. As well, students more often based their JOLs on lecture fluency than instructor experience. The fluent lecture received more favorable evaluations than the disfluent lecture, including students' increased interest in the material and willingness to attend class, suggesting that fluent instruction might benefit learning in indirect ways that are not reflected in test scores. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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讲解流利度和讲师经验对学生的学习判断，测验分数和讲师评估的影响。

学生的学习判断（JOL）通常是由无法诊断实际学习的线索驱动的。可能会误导JOL的一个有力提示是讲课流畅度-讲师讲授流畅，自信且精心打磨的讲义的程度。讲授语言经常会使JOL膨胀，但对实际学习没有影响。但是，到目前为止，有限的研究尚未系统地探讨教师经验的作用，这可能会减轻讲课流畅性的影响。在两个实验中，学生观看了流利或不流利的演讲的视频录制的演讲，并且事先被告知教师是有经验的或没有经验的。之后，学生们进行了JOL评估，以了解他们学到了多少知识，并回答了一些评估问题并参加了测试。演讲流利度的显着影响，但不是讲师经验，而是讲授流利程度提高了JOL，但没有提高考试成绩。同样，学生更经常根据讲解流利程度而不是讲师经验来学习JOL。流利的课堂教学比不流利的课堂教学获得了更佳的评价，包括学生对教材的兴趣和参加课堂的意愿增强，这表明流利的课堂教学可能以间接的方式有益于学习，而这种间接方式并未体现在考试成绩中。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。对材料和上课意愿的兴趣增加，这表明流利的教学可能会以间接的方式有益于学习，而这种方式并未反映在考试成绩中。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。对材料和上课意愿的兴趣增加，这表明流利的教学可能会以间接的方式有益于学习，而这种方式并未反映在考试成绩中。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。