{"title":"挺直脊背，张开双臂教学视频中教师的身体姿势对学生兴趣和动机的影响","authors":"Sören J. Traulsen, Lysann Zander","doi":"10.1016/j.learninstruc.2024.101959","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Research on on-screen instructor videos in education highlighted the role of embodied social cues for students' interest and motivation. As essential components of nonverbal communication variations of instructors' body postures may enhance teaching and stimulate learning by affecting students' perception and attitudes.</p></div><div><h3>Aims</h3><p>We investigate how an instructor's posture influence students' perceptions of and their attitudes towards an instructor in a video, as well as their interest and motivation regarding the topic.</p></div><div><h3>Sample</h3><p>University students participated online in a pilot (<em>N</em> = 194), a complementary (audio track-comparison; <em>N</em> = 53), and a preregistered (<em>N</em> = 434) experiment.</p></div><div><h3>Methods</h3><p>Participants were randomly assigned to watch one of four videos in which the instructor's posture was varied regarding verticality (upright vs. slumped) and horizontality (open vs. closed). We assessed students' perceptions of the instructor's enthusiasm, agency, and communion, liking and respect for the instructor, situational interest and motivation.</p></div><div><h3>Results</h3><p>While perceived enthusiasm, agency, communion, and students' liking were affected by the vertical and the horizontal dimension, students' respect was only influenced by the horizontal dimension. Regarding situational interest and motivation, we found indirect-only mediation effects of both posture dimensions mediated through perceived enthusiasm. Further mediation analyses indicated that the vertical dimension affected respect indirectly and the horizontal dimension affected liking, both mediated through perceptions of agency and communion.</p></div><div><h3>Conclusions</h3><p>Our study demonstrates that instructor's body postures as embodied social cues in educational videos affect students' perceptions of and attitudes towards the instructor, which in turn, shape students' interest and motivation.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101959"},"PeriodicalIF":4.7000,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000860/pdfft?md5=73604faac3fc603de51bd283cd12168d&pid=1-s2.0-S0959475224000860-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Straighten your back, open your arms! Effects of instructor's body postures in educational videos on students' interest and motivation\",\"authors\":\"Sören J. Traulsen, Lysann Zander\",\"doi\":\"10.1016/j.learninstruc.2024.101959\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Research on on-screen instructor videos in education highlighted the role of embodied social cues for students' interest and motivation. As essential components of nonverbal communication variations of instructors' body postures may enhance teaching and stimulate learning by affecting students' perception and attitudes.</p></div><div><h3>Aims</h3><p>We investigate how an instructor's posture influence students' perceptions of and their attitudes towards an instructor in a video, as well as their interest and motivation regarding the topic.</p></div><div><h3>Sample</h3><p>University students participated online in a pilot (<em>N</em> = 194), a complementary (audio track-comparison; <em>N</em> = 53), and a preregistered (<em>N</em> = 434) experiment.</p></div><div><h3>Methods</h3><p>Participants were randomly assigned to watch one of four videos in which the instructor's posture was varied regarding verticality (upright vs. slumped) and horizontality (open vs. closed). We assessed students' perceptions of the instructor's enthusiasm, agency, and communion, liking and respect for the instructor, situational interest and motivation.</p></div><div><h3>Results</h3><p>While perceived enthusiasm, agency, communion, and students' liking were affected by the vertical and the horizontal dimension, students' respect was only influenced by the horizontal dimension. Regarding situational interest and motivation, we found indirect-only mediation effects of both posture dimensions mediated through perceived enthusiasm. Further mediation analyses indicated that the vertical dimension affected respect indirectly and the horizontal dimension affected liking, both mediated through perceptions of agency and communion.</p></div><div><h3>Conclusions</h3><p>Our study demonstrates that instructor's body postures as embodied social cues in educational videos affect students' perceptions of and attitudes towards the instructor, which in turn, shape students' interest and motivation.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"93 \",\"pages\":\"Article 101959\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-06-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0959475224000860/pdfft?md5=73604faac3fc603de51bd283cd12168d&pid=1-s2.0-S0959475224000860-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224000860\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224000860","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Straighten your back, open your arms! Effects of instructor's body postures in educational videos on students' interest and motivation
Background
Research on on-screen instructor videos in education highlighted the role of embodied social cues for students' interest and motivation. As essential components of nonverbal communication variations of instructors' body postures may enhance teaching and stimulate learning by affecting students' perception and attitudes.
Aims
We investigate how an instructor's posture influence students' perceptions of and their attitudes towards an instructor in a video, as well as their interest and motivation regarding the topic.
Sample
University students participated online in a pilot (N = 194), a complementary (audio track-comparison; N = 53), and a preregistered (N = 434) experiment.
Methods
Participants were randomly assigned to watch one of four videos in which the instructor's posture was varied regarding verticality (upright vs. slumped) and horizontality (open vs. closed). We assessed students' perceptions of the instructor's enthusiasm, agency, and communion, liking and respect for the instructor, situational interest and motivation.
Results
While perceived enthusiasm, agency, communion, and students' liking were affected by the vertical and the horizontal dimension, students' respect was only influenced by the horizontal dimension. Regarding situational interest and motivation, we found indirect-only mediation effects of both posture dimensions mediated through perceived enthusiasm. Further mediation analyses indicated that the vertical dimension affected respect indirectly and the horizontal dimension affected liking, both mediated through perceptions of agency and communion.
Conclusions
Our study demonstrates that instructor's body postures as embodied social cues in educational videos affect students' perceptions of and attitudes towards the instructor, which in turn, shape students' interest and motivation.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
