High task motivation learners co‐viewing video lectures facilitates learning.
Background: Learning from video lectures with peers, that is, co‐viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age. Objectives: The present study tested the effects of learners' motivation on co‐viewing video lectures in terms of learn...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 2; pp. 588 - 600 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176012467&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176012467 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2024 vid: 40 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 176012467 173482653 176012467 176012467 10.1111/jcal.12901 176012467 ppf: 588 ppct: 12 formats: tig: atl: High task motivation learners co‐viewing video lectures facilitates learning. aug: au: Pi, Zhongling Chai, Huixin Li, La Zhang, Xinru Li, Xiying affil: Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, Xi'an Shaanxi,, China sug: subj: Motivation Learning Methods Teaching Methods Videorecording Learning Brain Mapping Patient Attitudes Task Performance and Analysis Human Male Female Adolescence Adult Power Analysis Experimental Studies Quantitative Studies Hemodynamics Spectroscopy, Near-Infrared Analysis of Covariance Data Analysis Software Descriptive Statistics Funding Source Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Learning from video lectures with peers, that is, co‐viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age. Objectives: The present study tested the effects of learners' motivation on co‐viewing video lectures in terms of learning performance, mental effort, and interpersonal brain synchronization (IBS). Methods: The current study was quantitative experimental. In total, 142 participants were recruited and divided into 71 dyads to manipulate task motivation from three aspects: meaning, interest, and reward. Then, they were divided into three experimental conditions according to the level of task motivation: two low task motivation learners (LL condition), a combination of one low and the other high (HL condition), and two high task motivation learners (HH condition). Two participants in a dyad were asked to view a video lecture on a shared screen and not talk until the end of the video lecture, with both learners in full view. Simultaneously, we recorded the cortical hemodynamic activity of two participants in each dyad using functional near‐infrared spectroscopy (fNIRS). Results and Conclusions: The group‐level analysis showed that two high‐task motivation learners had better learning performance, greater mental effort, and stronger IBS than a combination of one low and one high‐task motivation and two low‐task motivation. The results from the individual assessment indicated that pairing a person with low task motivation with another with high task motivation resulted in benefits for the low‐task motivation learner in terms of their self‐perceived learning. However, it negatively affected the performance of the high task motivation learner. Implications: First, high‐task motivation learners were encouraged to co‐view video lectures. Second, instructors were encouraged to intervene between their interactions by providing timely feedback to avoid losses for high‐task motivation learners, as this composition benefits low‐task motivation learners. Lay Description: What is already known about this topic: Most studies consider viewing video lectures as an individual process and test the role of learners' motivation at the individual level.Co‐viewing video lectures is a common mode of learning across a wide range of ages and topics in the information age.Learners' task motivation is essential for optimal learning in various settings. What this paper adds: Having two high task motivation co‐viewers enhanced their learning, encompassing retention, transfer, and confidence in performing well.Having two high task motivation co‐viewers enhanced IBS in the rTPJ‐rTPJ and IPL‐SMA pairings.Pairing a low task motivation learner with a high task motivation learner could be beneficial for the low task motivation learner, but it may result in losses for the high task motivation learner. Implications for practice and/or policy: Future work should verify the conclusions of the current study in natural settings, allowing verbal interaction versus settings permitting only nonverbal interaction and avoiding experimenter expectations.Future research should continue to test the long‐term effects of pairing a low task motivation learner with a high task motivation learner.We encourage high task motivation learners to co‐view video lectures.Instructors are advised to intervene in the interaction of pairs of a low task motivation learner with a high task motivation learner, for instance, by providing timely feedback. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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