Social Comparison Influencing the Effectiveness of Learners Using Learning by Teaching in Video Learning: An EEG Study.
Background: Previous studies have indicated that encouraging learners to teach to their peers has been proven effective in second language learning. However, to date, no research has focused on how learners teaching to peers of varying proficiency levels impacts video learning performance and the co...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 17 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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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=186918276&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918276 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918276 186918276 186918276 10.1111/jcal.70080 186918276 ppf: 1 ppct: 16 formats: tig: atl: Social Comparison Influencing the Effectiveness of Learners Using Learning by Teaching in Video Learning: An EEG Study. aug: au: Xu, Ke Guo, Xin Zhang, Xinjing Zhang, Yi Pi, Zhongling Yang, Jiumin affil: Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan Hubei Province,, China sug: subj: Social Comparison Learning Teaching Videorecording Electroencephalography Human Male Female Language Peer Group Social Behavior Workload Cognition Workload Measurement Anxiety Self-Efficacy Memory, Short Term Analysis of Variance Semi-Structured Interview Data Analysis Software Descriptive Statistics Funding Source Male Female ab: Background: Previous studies have indicated that encouraging learners to teach to their peers has been proven effective in second language learning. However, to date, no research has focused on how learners teaching to peers of varying proficiency levels impacts video learning performance and the cognitive neuroscience mechanisms of learners. Objectives: The study investigated the effect of social comparison (upward comparison vs. parallel comparison vs. downward comparison) in video learning using learning by teaching. Methods: The study employed a within‐subjects design, wherein participants taught English vocabulary to peers of three different ability levels in a second language setting. Students (N = 36 undergraduate and graduate students) were assigned to watch three videos in balanced order, then generate and speak out sentences to the peer. Results and Conclusions: The results of Repeated measures ANOVAs showed that learners in the upward and parallel comparison conditions showed higher learning performance and reported higher pressure than in the downward comparison condition. The results of EEGs showed that compared with downward comparison, upward and parallel comparison not only reduced the learners' theta oscillations in the left temporoparietal, occipital, or front‐central but also manifested in the lower ratio of theta/alpha at the left temporal–parietal region, suggesting learners reduced mental workload. The findings have practical implications: teaching to peers with different levels can cause social comparison, and in video learning, learners should be encouraged to teach peers with higher‐level or the same‐level rather than the lower‐level in order to improve their learning performance. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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