Social Comparison Influencing the Effectiveness of Learners Using Learning by Teaching in Video Learning: An EEG Study

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-14 DOI:10.1111/jcal.70080

Ke Xu, Xin Guo, Xinjing Zhang, Yi Zhang, Zhongling Pi, Jiumin Yang

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引用次数: 0

Abstract

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.

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视频学习中社会比较对学习者教中学效果的影响：一项脑电图研究

以往的研究表明，鼓励学习者向他们的同伴教授第二语言已被证明是有效的。然而，到目前为止，还没有研究关注学习者向不同熟练程度的同龄人教学如何影响视频学习表现和学习者的认知神经科学机制。目的探讨社会比较（向上比较、平行比较、向下比较）在教学式视频学习中的作用。方法本研究采用受试者内设计，参与者在第二语言环境中向三种不同能力水平的同龄人教授英语词汇。学生（N = 36名本科生和研究生）被要求以平衡的顺序观看三个视频，然后生成句子并对同伴说出来。结果与结论重复测量方差分析结果显示，向上比较和平行比较条件下的学习者表现出更高的学习成绩，并报告了更高的压力。脑电图结果显示，与向下比较相比，向上比较和平行比较不仅减少了学习者左颞顶叶、枕叶和额中央的θ波振荡，而且表现为左颞顶叶的θ / α比较低，表明学习者减少了心理负荷。研究结果具有现实意义：对不同水平的同伴进行教学会产生社会比较，在视频学习中，应鼓励学习者向更高水平或相同水平的同伴授课，而不是向较低水平的同伴授课，以提高学习者的学习成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope