社会性交互对视频课程教与学影响的认知神经机制与应用研究

Video lectures has became most commonly used online educational resources. However, the application of video lectures is not satisfatory. One of main reseasons is lacking of social interaction (teacher-student and student-student interaction) in video lectures. Therefore, it has became the urgent demand of the development of the educational informationization era to explore the cognitive neural mechanism underlying the effects of social interaction on video lectures teaching and learning, and to promote the eduactional effectiveness based on social interaction. We carry out the following studies to answer the above question from video lectures recording to video lectures online learning: (1) Based on big-scale online investigation, the study reveals the impact of social interaction on teachers’ teaching and students’ learning in the video lectures. (2) We apply cognitive and neural research methods to reveal the mechanism of social interaction affecting teachers’ teaching when they record video lectures; and the mechanism of social interaction affecting students’ learning when they learning through video lectures. (3) Based on the evidences, the study provides the principles of instructional design of video lectures. We develop three video lectures according to the principles and apply them to the cloud platform. A follow-up field study is conducted to examine the effectiveness of its application. Through the exploration of the above issues, this project systematically reveals the cognitive and neural mechanism of social interaction video lectures recording and online learning. It provides the principles of instructional design of video lectures and finds an effective method to promoting the educational effectiveness of video lectures.

视频课程已成为当前应用最为广泛的在线教育资源，其教学效果却差强人意，其中最重要的原因是缺乏社会性交互（师生交互和生生交互）。因此，探究社会性交互对视频课程教与学影响的认知神经机制，并通过社会性交互提升视频课程教学效果，已成为教育信息化时代发展的迫切需求。本项目拟从教师视频课程录制和学生在线学习两个阶段，展开以下三个方面的研究：第一，基于大规模在线调研，考察在视频课程录制阶段社会性交互对教师教学的影响，以及在视频课程学习阶段社会性交互对学生学习的影响；第二，结合认知神经科学方法，考察社会性交互影响教师视频课程录制和在线学习两个阶段的内在机制；第三，基于以上研究提出视频课程教学设计原则，开发相应的视频课程，并进行应用示范，通过纵向追踪研究考察其实际应用效果。基于此，本项目将系统揭示社会性交互对视频课程教与学影响的认知神经机制，提出视频课程设计原则，以期寻找提升视频课程教学效果的有效途径。

视频课程已成为当前应用最为广泛的在线教育资源，其教学效果却差强人意，其中最重要的原因是缺乏社会性交互（师生交互和生生交互）。因此，探究社会性交互对视频课程教与学影响的认知神经机制，并通过社会性交互提升视频课程教学效果，已成为教育信息化时代发展的迫切需求。本项目借助眼动追踪技术和EEG技术，从教师、学习材料和群体学习环境互动设计三个方面来探讨社会性互动对学习的影响。研究结果发现无论是对教师还是教学材料的设计，添加社会性线索对教师教学和学生学习均有积极的作用，例如使用手势。进一步的研究发现，节拍性手势最有利于语言的学习，指示性手势最有利于复杂材料的信息加工，描述性手势最有利于简单材料的信息加工。此外，本项目还探究了教师目光和表情对学习的影响，相比于其他目光，教师的引导目光对学习的影响最优，相比于其他表情，教师的高兴和惊讶情绪较好。在群体学习环境互动设计上，本项目发现了弹幕的负面影响和向他人解释的优势效应。这些研究比较系统地揭示了在教学视频中，社会性互动对教与学影响的认知神经机制，加深了我们对视频学习、群体学习认知特点的认识。