The instructor’s eye gaze can serve as an important social cue in video lectures. The current study used two sets of three-level meta-analyses to explore the effects of the instructor’s guided gaze or the instructor’s direct gaze on learning outcomes, fixation time, perception of parasocial interaction, and cognitive load. A total of eight meta-analyses [2(eye gazes)×4(dependent variables)] were included. Eighteen studies with a total of 203 effect sizes were identified. The results showed that guided gaze significantly promoted learning outcomes [g = 0.33; guided gaze vs. no guided gaze (i.e., direct gaze, averted gaze, or no gaze)], and direct gaze significantly promoted learning outcomes [g = 0.30; direct gaze vs. no direct gaze (i.e., averted gaze or no gaze)], significantly increased perception of parasocial interaction (g = 0.34), and significantly reduced fixation time on the learning material (g = -0.65). Moderating effect analyses showed that learning outcomes of fixed guided gaze (g = 0.57; instructors look at the instructional screen) were significantly better than that of shifting guided gaze (g = 0.27; instructors switch their eye gaze between the instructional screen and camera). Learning outcome effects with a control group with averted gaze (g = 0.76) were significantly higher than those with direct gaze (g = 0.32) or no gaze (g = 0.22). This study suggested that guided gaze and direct gaze have different effects on learning. In practical teaching, instructors should use guided gaze and direct gaze, while avoiding averted gaze and no gaze.

教师的目光可以作为视频讲座中重要的社交线索。本研究使用两组三级荟萃分析来探讨教师引导凝视或教师直接凝视对学习成果、注视时间、准社会互动感知和认知负荷的影响。总共包括八项荟萃分析[2（眼睛注视）×4（因变量）]。确定了 18 项研究，总共 203 个效应量。结果表明，引导凝视显着促进学习成果[ g  = 0.33；引导凝视与无引导凝视（即直接凝视、回避凝视或无凝视）]，以及直接凝视显着促进学习成果[ g  = 0.30；直接凝视与不直接凝视（即回避凝视或不凝视）]，对类社会互动的感知显着增加（g  = 0.34），并且显着减少对学习材料的注视时间（g = -0.65）。调节效应分析表明，固定引导凝视（g  = 0.57；教师注视教学屏幕）的学习效果显着优于移动引导凝视（g  = 0.27；教师在教学屏幕和摄像机之间切换视线）的学习结果。回避凝视（g = 0.76）的对照组的学习结果效果显着高于直接凝视（g  = 0.32）或不凝视（g  = 0.22）的对照组。这项研究表明引导凝视和直接凝视对学习有不同的影响。在实际教学中，教师应采用引导凝视和直视凝视，同时避免回避凝视和不凝视。