Ke Xu, Xin Guo, Xinjing Zhang, Yi Zhang, Zhongling Pi, Jiumin Yang
{"title":"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","authors":"Ke Xu, Xin Guo, Xinjing Zhang, Yi Zhang, Zhongling Pi, Jiumin Yang","doi":"10.1111/jcal.70080","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>The study investigated the effect of social comparison (upward comparison vs. parallel comparison vs. downward comparison) in video learning using learning by teaching.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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 (<i>N</i> = 36 undergraduate and graduate students) were assigned to watch three videos in balanced order, then generate and speak out sentences to the peer.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Social Comparison Influencing the Effectiveness of Learners Using Learning by Teaching in Video Learning: An EEG Study\",\"authors\":\"Ke Xu, Xin Guo, Xinjing Zhang, Yi Zhang, Zhongling Pi, Jiumin Yang\",\"doi\":\"10.1111/jcal.70080\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>The study investigated the effect of social comparison (upward comparison vs. parallel comparison vs. downward comparison) in video learning using learning by teaching.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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 (<i>N</i> = 36 undergraduate and graduate students) were assigned to watch three videos in balanced order, then generate and speak out sentences to the peer.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>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. 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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 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.
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
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