Abstract Lecturers in educational videos often use gestures to emphasize what has been said or highlight learning relevant information, which is visible on the screen. However, differences in types of lecturer gestures, such as rhythmic (beat) gestures and signaling (deictic) gestures, have not been investigated thoroughly yet concerning human lecturers in educational videos. In two experiments (N1 = 108; N2 = 121), participants received an educational video about weather phenomena (Experiment 1) or the industrial revolution (Experiment 2). Videos were manipulated in terms of the type of lecturer's gestures in the video (beat gestures vs. deictic gestures vs. no gestures). Learning outcomes, mental load and effort, parasocial interaction, social presence, affective rating, and agent-persona perception (Experiment 2) were measured. Results indicated a significant effect of gestures on retention performance in both experiments. In line with the signaling principle, deictic gestures enhanced learning outcomes. In contrast, beat gestures did not foster learning in comparison with a video without gestures. These results are interpreted considering lower mental load, higher social presence, and parasocial interaction in the signaling condition. In particular, attention towards the lecturer was significantly enhanced in the condition with deictic gestures in both experiments.

中文翻译：

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调查讲师在教育视频中的节拍和指示手势的影响

摘要 教育视频中的讲师经常使用手势来强调已经说过的内容或突出显示在屏幕上的学习相关信息。然而，关于教育视频中的人类讲师，尚未彻底调查讲师手势类型的差异，例如节奏（节拍）手势和信号（指示）手势。在两个实验（N1 = 108；N2 = 121）中，参与者收到了有关天气现象（实验 1）或工业革命（实验 2）的教育视频。根据视频中讲师的手势类型（节拍手势 vs. 指示手势 vs. 无手势）对视频进行了操作。测量了学习成果、心理负荷和努力、准社会互动、社会存在、情感评级和代理角色感知（实验 2）。结果表明，手势对两个实验中的保留性能都有显着影响。根据信号原则，指示性手势增强了学习成果。相比之下，与没有手势的视频相比，节拍手势并没有促进学习。这些结果被解释为考虑到信号条件下较低的精神负荷、较高的社会存在和准社会互动。特别是，在两个实验中，在指示性手势的情况下，对讲师的注意力显着增强。这些结果的解释是考虑到信号条件下较低的精神负荷、较高的社会存在和准社会互动。特别是，在两个实验中，在指示性手势的情况下，对讲师的注意力显着增强。这些结果被解释为考虑到信号条件下较低的精神负荷、较高的社会存在和准社会互动。特别是，在两个实验中，在指示性手势的情况下，对讲师的注意力显着增强。