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Description
Introduction: This study aims to explore how the instructor’s use of gestures as well as student motivation influence learning from instructional videos. Using eye-tracking methodology in online testing, the study sought to understand the cognitive processes underpinning learning in online, asynchronous education, and inform the effective design of multimedia learning videos.
Method: Undergraduate Psychology students completed a knowledge test before and after watching a set of multimedia instructional videos. Participants were in one of two conditions: they either watched videos in which the instructor gestured as normal, or videos in which he did not gesture at all. During these videos, eyetracking data was collected to investigate the proportion of time students looked at the instructor.
Results: Analyses showed no evidence of gaze towards the instructor or gestures on improving learning, but moderation analyses showed that the relationship between learning gain and motivation was moderated by gesture use: when gestures were absent, students only showed learning when they indicated being motivated, but the presence of gestures ensured consistent learning gains.
Discussion: These findings underscore the importance of factors like students’ motivation and effective integration of gesture use when designing instructional videos.
| Is the first author also the speaker? | No (Please indicate Speaker below) |
|---|---|
| If first author is not the speaker, please indicate speaker's name here: | To be confirmed, could be either author still |
| Please indicate up to five keywords regarding the content of your contribution | multimedia learning, asynchronous learning, multimodality, gestures |