Study On The Effects Of Peer Familiarity On Video Lectures Learning Of Pupils

To promote the "chemical change" of education reform,it is necessary to properly handle the relationship between educational resources and educational subjects in the educational environment."Chemical change" is a qualitative change,and how to make educational resources better serve the educational subject is the core of this problem.Learning from video lectures has become a winning general in practical applications and educational research due to its incomparable superiority.Therefore,the application research of video learning is a key part of solving this problem.The other part of the problem is the subject of learning.Compared with traditional classrooms,video learning with peers is a learning method that better reflects the learner’s dominant position and stimulates learners’ vitality.Video learning with the presence of peers cleverly combines peer learning and video learning,which can stimulate the vitality of learning resources and the vitality of the education subject at the same time,and is a catalyst for the occurrence of "chemical reactions.Previous studies have yielded fruitful results on video learning and peer learning.However,there are differences in the research on the role of peers in the video learning process,and the mechanism of action is still unclear.Therefore,based on social interaction theory and interpretation level theory,this study uses eye movement tracking technology to explore the influence of peer familiarity on video learning of lower grade students.This study uses experimental research methods and questionnaire survey methods to explore the influence of peer familiarity on the learning effect,learning experience and self-efficacy of lower grade students in video learning.Experiment 1 explored the influence of peers(with peers vs.without peers)on video learning of lower grade students.The study found that:(1)Compared with no peers,having peers significantly improves learners’ academic performance.(2)The presence or absence of peers has no significant effect on the learning experience of learners.(3)Compared with no peers,having peers significantly improves learners’ self-efficacy.Experiment 2 explored the influence of peer familiarity(familiar peers assigned by the teacher vs.familiar peers self-selected vs.unfamiliar peers)on the video learning of lower grade students.The study found that:(1)The learning performance of the familiar peer group assigned by the teacher and the familiar peer group self-selected was significantly higher than that of the strange peer group;(2)There was no significant difference in learning experience among three groups;(3)Compared with the familiar peer group assigned by the teacher and the self-selected familiar peer group,the self-efficacy of the strange peer group was higher;(4)There was no significant difference in attention distribution among three groups.Based on the above results,this study draws the following conclusions:(1)During the video learning process,the presence of peers will increase the learner’s self-efficacy,thereby improving the learner’s academic performance;(2)During the video learning process,teachers assign familiar peers to learners,which is conducive to the formation of a good group structure between learners.Through the interaction between learners,learners’ cognitive load can be reduced and their learning performance can be improved.This study combines video learning and peer learning,based on social interaction theory and interpretation level theory,adopts psychological research methods,and uses eye movement tracking technology to verify the positive effect of familiar peers assigned by teachers on video learning of lower grade students.The research results not only enrich the related research on video learning,peer learning and interpretation level theory,but also provide empirical research evidence and theoretical basis for learning from video lectures online with peers in practical applications.