| The online learning environment is an external condition that promotes learners to actively construct knowledge and ability generation,and affects the entire process of learners’ video learning.However,in the current online learning environment,there is a problem of focusing on providing video learning resources and ignoring the group nature of individuals in the online learning environment,which makes learners lack effective supervision and emotional support in the learning process.A large number of studies have explored the effectiveness of video learning from the perspective of teachers.Few studies have considered the influence of online learning peers on learners’ video learning.Based on the theory of Social Facilitation and Social Inhibition,Social Presence theory,ICAP learning theory and Cognitive Load theory,this study explores the effects of online learning peers on learners’ video learning process and learning effects from the perspectives of peer familiarity and the level of interaction with them.Study 1 used eye tracking technology,with 86 college students as the subjects,explored the influence of learners’ familiarity with the peer(no peer vs.strange peer vs.familiar peer)on their attention distribution,learning performance,and cognitive load and judgment of learning during the video learning process.The results found:(1)The presence of unfamiliar peers or familiar peers in the online learning environment has a positive impact on the learners’ attention distribution,and the learners will devote more attention to the video learning process.(2)The presence of unfamiliar peers or familiar peers in the online learning environment did not significantly affect the learner’s video learning effect,cognitive load and judgment of learning.According to previous studies,the influence of peer familiarity on video learning may be related to the level of interaction.Therefore,the Study 2 used eye tracking technology on the basis of Study 1,and recruited 112 college students to explore the video learning process of learners.Among them,peer familiarity(unfamiliar peers vs.familiar peers)and the level of interaction with them(low interaction level vs.high interaction level)affect learners’ attention distribution,learning performance,cognitive load,learning experience,and judgment of learning.The results found that:(1)Learners achieved better transfer results in the process of high-level interaction with their peers,and at the same time performed best in the understanding of video content.(2)Peer interaction level has a moderating effect between peer familiarity and learner’s retention performance.When familiar peers are presented in an online learning environment,learners with a high level of interaction will achieve better retention of grades and at the same time stimulate learners’interest in learning.Based on the above research results,this article draws the following conclusions:(1)Compared with no peers,presenting peers,strange peers or familiar peers in an online learning environment can effectively increase learners’ attention to video content;(2)Video learning process During high-level interaction with online peers(that is,explaining corresponding knowledge content to peers),it helps to deepen the understanding of video content and improve learners’ knowledge transfer ability;(3)High-level interactive learning when familiar peers are present Students will promote the maintenance of knowledge,while showing a stronger interest in learning.This research enriches related research in the field of online peer and video learning,and expands the application of related theories such as the theory of Social Facilitation and Social Inhibition,Social Presence theory,ICAP learning theory and Cognitive Load theory in the field of video learning.This study provides reference and basis for the design of video learning activities for education practitioners and the improvement of learners’ video learning status. |
