Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels?
Background: Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 15 |
|---|---|
| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
|
| 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=183981464&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981464 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981464 183981464 183981464 10.1111/jcal.13116 183981464 ppf: 1 ppct: 14 formats: tig: atl: Does Teacher Enthusiasm Facilitate Students' Chemistry Learning in Video Lectures Regardless of Students' Prior Chemistry Knowledge Levels? aug: au: Huangfu, Qian He, Qianmei Luo, Sisi Huang, Weilin Yang, Yahua affil: College of Teacher Education, Southwest University, Chongqing, China sug: subj: Chemistry Education Learning Methods Student Knowledge Evaluation Teaching Methods Lecture Videorecording Eye Movements Faculty Attitudes Human Male Female Adolescence Chinese Persons Two-Way Analysis of Variance Funding Source Scales Visual Perception Attention Experimental Studies Adolescent: 13-18 years Male Female ab: Background: Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video lectures. Objectives: We tested whether prior chemistry knowledge moderated the impact of teacher enthusiasm on students' chemistry learning during video lectures. Methods: One hundred and forty‐two Grade 7 (low‐prior chemistry knowledge) and Grade 9 (high‐prior chemistry knowledge) Chinese students engaged with this research. Each group of students was randomised into viewing a video lecture with either a low or high degree of teacher enthusiasm. Outcomes were assessed by attention allocation, learning performance, cognitive load, learning satisfaction and student engagement. Results and Conclusions: Our findings revealed significant benefits of teacher enthusiasm and also showed that prior chemistry knowledge could moderate the impact of teacher enthusiasm on students' attention and cognitive outcomes (cognitive load and transfer). Visual attention mediates the effects on transfer. For students with low prior knowledge, there is more focus on the learning content, lower extraneous cognitive load, and higher transfer scores when watching videos with high levels of teacher enthusiasm; however, students with high prior knowledge do not show these differences. In addition, high prior chemistry knowledge had a significant beneficial impact on the motivational outcomes of the students (satisfaction and engagement). Implications: The results suggest that teacher enthusiasm in a video lecture may affect students' chemistry learning, and students' prior chemistry knowledge should be considered when choosing whether to display teacher enthusiasm. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|