首页|Effects of In-video Questions and Feedback on Learning Performance

Effects of In-video Questions and Feedback on Learning Performance

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The eye-tracking technology was used in this study to investigate the effects of embedded questions and feedback in instructional videos on learning performance and attention allocation and whether an expertise reversal effect existed.The experiment involved 49 learners with high-level prior knowledge and 45 ones with low-level prior knowledge from a university.Meanwhile,they learned instructional videos with no embedded feedback,embedded questions without feedback and embedded questions with feedback.Findings from the experiment showed that the instructional videos with embedded questions but without feedback not only improved the participants'attention but also enhanced their learning performance.Furthermore,there was an expertise reversal effect on the learning performance whereby instructional videos with embedded questions but without feedback improved the learning performance of learners with low-level prior knowledge,but not those with high-level prior knowledge.

instructional videosembedded questionsfeedbackprior knowledgelearning performanceattention allocationexpertise reversal effecteye-tracking

XIE Yaohui、YANG Jiumin、PI Zhongling、DAI Chenyan、LIU Caixia

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Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan 430079,China

Key Laboratory of Modern Teaching Technology,Ministry of Education,Shaanxi Normal University,Xi'an 710062,China

research result of the project sponsored by National Natural Science Foundation of Chinaproject sponsored by Humanity and Social Science Research Planning Fund of the Ministry of Education(Cognitive Neural Mechan

19XJC880006

2022

10.3868/sl10-007-022-0004-1

中国高等学校学术文摘·教育学
高等教育出版社

中国高等学校学术文摘·教育学

影响因子：0.069
ISSN：1673-341X
年,卷(期)：2022.17(1)
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