The Influence Of Learning Style And Vicarious Interaction On Learning In Video Learning

With the extensive use of learning video in flipped classroom and online courses,learning video has become a research hotspot in the field of learning.Relevant studies have studied the attributes of video learning itself,such as the presentation form of video learning,the presentation way of subtitles in video learning,the teacher’s eyes or gesture cues,and so on.Studies have shown that properly designed learning videos can attract learners’ attention,improve their academic performance,and enhance their sense of social existence.However,researchers have conducted a lot of research from the perspective of learning video design,focusing on the technology-centered design orientation,and the ultimate goal of education is to enable each student to develop comprehensively and individually.Video learning involves a wide range of people,and different groups have different abilities and needs.In addition,as a key factor affecting the video learning effect,there are few relevant studies on surrogate interaction.Therefore,the individual characteristics of learners and the vicarious interaction of video learning should be considered,so as to maximize the science and technology to promote human learning and realize the true "teaching in accordance with their aptitude".This study takes scientific motor knowledge as the theme,and investigates the influence of learner learning style and vicarious interaction on learning in video learning of declarative knowledge and procedural knowledge.Two inter-subject experimental designs of 2(learning styles:active type and contemplative type)×2(vicarious interaction:teacher monologue type and teacher-student dialogue type)were adopted respectively.Experiment 1 explores the influence of learner’s learning style and vicarious interaction on learning in video learning of declarative knowledge.Experiment 2 explores the influence of learner’s learning style and vicarious interaction on learning in video learning of procedural knowledge.The results show that contemplative learners perform better on retention test and transfer test than active learners in declarative knowledge.In the study of procedural knowledge,active learners scored better on retention test and transfer test than contemplative learners.The scores of the active learners in the teacher-student conversation were better than those of the teacher monologue in the retention test and transfer test.There is no difference between retention test and transfer test for contemplative learners.In terms of social presence,the score of active learners in teacher-student conversation was significantly higher than that of teacher monologue,while the score of contemplative learners was not affected by vicarious interaction.In terms of fixation level,the total fixation time,fixation times of interest area and fixation conversion times of active learners were higher than those of teacher soliloquy learners in teacher-student dialogue,while the fixation level of contemplative learners was not affected by vicarious interaction.In conclusion,this study draws the conclusion that:(1)Different learning styles and knowledge types should be considered when evaluating learning effects in video learning.Contemplative learners learn declarative knowledge better;Active learners have better results in learning procedural knowledge.(2)Learners with different learning styles show inconsistent performance in the interactive process of video learning.Contemplative learners have more stable attention,and their learning effect and learning process are not affected by vicarious interaction.Active learners,on the other hand,are more affected by vicarious interaction,which is manifested in unstable attention,better learning effect and higher sense of social presence in the interactive process of teacher-student dialogue.