Instructors often show rhythmic movements with speech in video lectures. However, the effects of these movements have not been tested in video lectures with an instructor and visual learning material. Results of Experiment 1 showed students in the beat gestures and head nods conditions showed significantly less attention to the visual learning material, more attention to the instructor, whereas in the beat gestures + head nods condition drew significantly more attention to both. In Experiment 2 we tested whether the complexity of the visual learning material moderated the effects of rhythmic movements on students’ learning. When the presentation was simple, students in the head nods + beat gestures condition showed more positive interaction, and significantly better recall and transfer. The results have implications for video designing: if an instructor and simple learning material are visible, she is encouraged to show beat gestures and head nods to mark important information.

教师经常在视频讲座中通过演讲展示有节奏的动作。然而，这些运动的效果尚未在有讲师和视觉学习材料的视频讲座中进行测试。实验 1 的结果表明，在拍打手势和点头条件下，学生对视觉学习材料的注意力显着降低，对教师的注意力更加集中，而在拍打手势 + 点头条件下，学生对两者的注意力都显着提高。在实验 2 中，我们测试了视觉学习材料的复杂性是否会调节节奏运动对学生学习的影响。呈现简单时，头部点头+拍打手势的学生表现出更多的积极互动，显着更好地回忆和转移。结果对视频设计有影响：