ABSTRACT

With the rapid development of information technologies, video-mediated learning has been widely used in education and studied in academia. Whether and how a teacher should be present in a video has drawn the attention of researchers. Via a mixed design involving two teaching experiments and a semi-structured interview, this study concluded that videos with teacher presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those without teacher presence and that videos with teachers’ intermittent presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those with continuous teachers’ presence. Future research could explore intrinsic cognitive loads and academic achievements in video-mediated learning via multimodal and interdisciplinary methods.

摘要

随着信息技术的飞速发展，以视频为媒介的学习已被广​​泛应用于教育和学术界。教师是否以及如何出现在视频中已引起研究人员的注意。通过包含两个教学实验和半结构化访谈的混合设计，本研究得出结论，与没有教师在场的视频相比，有教师在场的视频可以显着提高学业成绩并增加内在认知负荷，而有教师在场的视频可以显着提高与有持续教师在场的人相比，学业成绩和内在认知负荷增加。