What Is Contributing To Learning In Video Lectures And Its Cognitive Neural Mechanism:Constructing Or Sharing The Reflection?

With the development of informatization and the idea of lifelong learning is being accepted,online learning have become popular in students and social people.Video lectures is the main form of online learning which should be well designed in order to promote learning outcomes.Learning requires learners'deep reflection to construct one's own meaningful comprehension instead of receiving passively.There were some studies found that learners' reflection might assist themselves in processing knowledge actively,solving problems and making sense of complex concepts,meanwhile reading others' high quality reflection could also remedy one's insufficient which contribute to learning.Besides,other than previous studies suggested that receive others' experiments and feedbacks would promote knowledge,some researchers affirmed that sharing with others also foster one's mind resulting in better understanding.Based on above-mentioned viewpoint and on the basis of constructivism theory and peer learning theory,this study explored the effect of constructing and sharing reflection on learning performance,cognitive load,learning experience,and electroneurographic signal in video lectures and attempted to explain it from the perspective of cognitive neural mechanism.With the Electroencephalogram(EEG)technology,this study used experimental and literature researches and questionnaire surveys to examine the impact of constructing and sharing reflection on learning in video lectures.In the first experiment,23 college or graduate students were recruited as participants randomly.The experiment used two ways of reflection(self-reflecting,reading peer's reflection)one-factor within-group design.The result suggested that:(1)Compared with reading peer's reflection,the learners would have better learning performance with self-reflecting.(2)Self-reflecting might bring higher cognitive load to learners than reading peer's reflection.(3)Learners had higher moti-vation in the condition of self-reflecting than reading peer's reflection.(4)Self-reflecting contributed to active processing,and urged learners to pay attention on internal.In the second experiment,21 college or graduate students were recruited as participants randomly.The experiment used two ways of reflection(reflecting and sharing with peer,self-reflecting)one-factor within-group design.The result suggested that:(1)Compared with self-reflecting,the learners would have better learning performance when reflecting and sharing with peer.(2)Reflecting and sharing with peer might not bring higher cognitive load to learners than self-reflecting.(3)Learners had higher motivation in the condition of reflecting and sharing with peer along with awareness of less usefulness of learning progress.(4)Reflecting and sharing with peer contributed to active processing,but also urged learners pay attention on external,for example,their peer.Based on above-mentioned study,the author drew the following conclusions:(1)In video lectures learning,the learners might have better learning performance and higher motivation with self-reflecting but along with higher cognitive load;(2)In video lectures learning,the learners might have better learning performance and higher motivation when they shared their reflection with peer and would not have higher cognitive load.This paper explored the impact of constructing and sharing reflection on learning in video lectures and explain it from the perspective of cognitive neural mechanism.Based on the two experiments,we have confirmed that self-reflecting as well as reflecting and sharing with peer could promote the learning.This study expands the researches on video lectures and reflection,simultaneously,enriches the application of constructivism theory and peer-learning theory in video lectures.This result may help online-learning researchers and designers to improve the video lectures'development.