The Influence Of Online Peer Presence And Interaction Level On Learning From Video

With the development and application of multiple learning environments such as online learning and blended learning,video learning has become an important way of learning.In particular,influenced by COVID-19 in 2020,more and more instructional videos have emerged for learners to learn,both online and offline.In most online video learning,learners are basically learning alone without online peers,which leads to the loneliness of learners in the process of video learning.Research shows that having online peers in video learning and interacting with them during the learning process can increase learning initiative and thus improve results.Therefore,based on social facilitation and social loafing theory,cognitive load theory and metacognitive theory,this study combined with eye movement tracking technology to explore the influence of online peer presence and peer interaction level on learners’ learning outcomes,judgment of learning,cognitive load and attention distribution in video learning.This study is divided into two eye movement experiments:In Experiment 1,a total of 58 participants were used to investigate the effects of online peer presence(without peer or with peer)on learning outcomes(immediate test and delayed test),judgment of learning,cognitive load and attention distribution in video learning with eye tracking technology.The results show that the online peer presence can not promote the learners’ learning effect;And online peer presence does not improve learners’ judgment of learning and cognitive load,but judgment of learning can predict learning effect.The proportion of fixation time in the video area of learners without peer online presence was significantly higher than that of learners with peer online presence.Experiment 2 was carried out on the basis of the results obtained in Experiment 1.In Experiment 2,a total of 84 participants were used to investigate different level of interaction between learners and peers(low level,medium level,high level)on learning outcomes(immediate test and delayed test),judgment of learning,cognitive load and attention distribution in video learning with eye tracking technology.The results show that compared with the low level of interaction,the medium level and high level of interaction significantly promote the learning effect of learners;Medium interaction level and high interaction level have no significant influence on learners’ judgment of learning;Compared with low interaction level and medium interaction level,the cognitive load of learners with high interaction level increased significantly.The results of eye movement data showed that The proportion of gaze time in peer area of high interaction level group was significantly higher than that of low and medium interaction level group.Based on the results of the above experiments,the following conclusions can be drawn:(1)Compared without peers,online presence of peers can not promote the learning effect of learners and allocate more attention to the learning materials.(2)Compared with low interaction level,learners with moderate interaction level can produce better learning effect,but it does not improve their self-learning judgment and does not produce additional cognitive load.(3)Compared with the low level of interaction,learners with high level of interaction have a promoting effect on learning effect,which helps learners allocate more attention to their peers,but increases their germane cognitive load.This study enriches the application research of peer presence and interaction level in video learning,opens up the application of social facilitation and social loafing theory,cognitive load theory,metacognitive theory and other related theories,and provides certain reference value for the design and development of teaching video resources.