{"title":"提高学习者的情感参与度:异步视频在线学习中教师情绪表达和声音魅力的影响","authors":"Hung-Yue Suen, Kuo-En Hung","doi":"10.1007/s10639-024-12956-w","DOIUrl":null,"url":null,"abstract":"<p>In the rapidly evolving landscape of higher education and adult learning, asynchronous video-based online learning has not only become the new norm but has also emerged as the cornerstone of instructional delivery for Massive Open Online Courses (MOOCs). Despite its widespread adoption, this learning mode confronts a critical challenge: the inherent lack of social presence, posing a significant risk of diminishing learner affective engagement and, consequently, jeopardizing the efficacy of learning outcomes. Addressing this pressing issue, our study conducted a comprehensive analysis of 240 instructional videos from 240 distinct instructors on a MOOC platform, supplemented by 845 post-course learner feedback surveys from a diverse cohort of college students and adult learners. Using deep learning and statistical analysis, the research revealed that the on-screen presence of instructors does not inherently affect students’ affective engagement. The study revealed that learners’ affective engagement is affected by distinct combinations of the instructor’s facial and paraverbal expressions, including happiness, surprise, and anger, which vary depending on whether the instructor is visible. The discovery that vocal attractiveness is a pivotal element in enhancing learners’ affective engagement with instructional videos marks a paradigm shift in our understanding of digital andragogy and heutagogy. This study propels academic discourse by illuminating the critical role of instructor non-verbal cues in establishing social presence and facilitating emotional contagion within asynchronous video-based online learning but also provides educators and content creators with empirically-backed techniques to revolutionize video instruction and amplify affective engagement.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"11 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enhancing learner affective engagement: The impact of instructor emotional expressions and vocal charisma in asynchronous video-based online learning\",\"authors\":\"Hung-Yue Suen, Kuo-En Hung\",\"doi\":\"10.1007/s10639-024-12956-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In the rapidly evolving landscape of higher education and adult learning, asynchronous video-based online learning has not only become the new norm but has also emerged as the cornerstone of instructional delivery for Massive Open Online Courses (MOOCs). Despite its widespread adoption, this learning mode confronts a critical challenge: the inherent lack of social presence, posing a significant risk of diminishing learner affective engagement and, consequently, jeopardizing the efficacy of learning outcomes. Addressing this pressing issue, our study conducted a comprehensive analysis of 240 instructional videos from 240 distinct instructors on a MOOC platform, supplemented by 845 post-course learner feedback surveys from a diverse cohort of college students and adult learners. Using deep learning and statistical analysis, the research revealed that the on-screen presence of instructors does not inherently affect students’ affective engagement. The study revealed that learners’ affective engagement is affected by distinct combinations of the instructor’s facial and paraverbal expressions, including happiness, surprise, and anger, which vary depending on whether the instructor is visible. The discovery that vocal attractiveness is a pivotal element in enhancing learners’ affective engagement with instructional videos marks a paradigm shift in our understanding of digital andragogy and heutagogy. This study propels academic discourse by illuminating the critical role of instructor non-verbal cues in establishing social presence and facilitating emotional contagion within asynchronous video-based online learning but also provides educators and content creators with empirically-backed techniques to revolutionize video instruction and amplify affective engagement.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":\"11 1\",\"pages\":\"\"},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12956-w\",\"RegionNum\":2,\"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":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12956-w","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Enhancing learner affective engagement: The impact of instructor emotional expressions and vocal charisma in asynchronous video-based online learning
In the rapidly evolving landscape of higher education and adult learning, asynchronous video-based online learning has not only become the new norm but has also emerged as the cornerstone of instructional delivery for Massive Open Online Courses (MOOCs). Despite its widespread adoption, this learning mode confronts a critical challenge: the inherent lack of social presence, posing a significant risk of diminishing learner affective engagement and, consequently, jeopardizing the efficacy of learning outcomes. Addressing this pressing issue, our study conducted a comprehensive analysis of 240 instructional videos from 240 distinct instructors on a MOOC platform, supplemented by 845 post-course learner feedback surveys from a diverse cohort of college students and adult learners. Using deep learning and statistical analysis, the research revealed that the on-screen presence of instructors does not inherently affect students’ affective engagement. The study revealed that learners’ affective engagement is affected by distinct combinations of the instructor’s facial and paraverbal expressions, including happiness, surprise, and anger, which vary depending on whether the instructor is visible. The discovery that vocal attractiveness is a pivotal element in enhancing learners’ affective engagement with instructional videos marks a paradigm shift in our understanding of digital andragogy and heutagogy. This study propels academic discourse by illuminating the critical role of instructor non-verbal cues in establishing social presence and facilitating emotional contagion within asynchronous video-based online learning but also provides educators and content creators with empirically-backed techniques to revolutionize video instruction and amplify affective engagement.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.