The Effectiveness And Mechanism Of Teaching Expectancy In Video Learning

With the continuous development of information technology,people’s lifestyles have changed a lot,and the field of education is no exception.The emergence of online video teaching allows learners to learn independently without time and space.Online video teaching can show the teaching content in the form of multi-channel;it can meet the different learning requirements of different learners,allowing learners to self-regulate learning,so as to reasonably arrange learning progress.But empirical research has found that even high-quality video teaching resources may also have unsatisfactory learning effects(Hefter,Ten Hagen,Krense,Berthold,& Renkl,2019).This may be due to the lack of relevant learning strategy experience.Some researchers have proposed that the appropriate learning strategy may improve the learning effect of learners in video learning.Providing teaching expectancy to learners is considered to be an effective generative learning strategy.Related research on teaching expectancy in the past was based on text materials.Due to the uniqueness of video learning materials,in the learning of video materials,whether teaching expectancy is equally effective is uncertain.This study intends to adopt two experiments to examine the effective and mechanisms of teaching expectancy in video learning.According to the pace of the presentation,video learning materials can be divided into system-pace video learning materials and learner-paced video learning materials(Tabbers & de Koeijer(2009).system-paced video learning materials means that learning materials are controlled by multimedia systems,and learners cannot do any control;video learning materials for learner-pace refer to the learning materials that can be controlled by learners themselves,such as Playing,suspension,playback,termination and so on(Xie et al.,2016).Based on this,Experiment 1 examines the impact of teaching expectancy on the video learning of system-pace and its cognitive process characteristics.Experiment 2 examines the impact and mechanisms of teaching expectancy in learner-paced video materials learning.Experiment 1 used 2(expectancy type: teaching expectancy vs test expectancy)× 2(learning material type: text vs video)design,with the help of eye-tracking technology,inspect whether teaching expectancy in system-paced video learning can improve the learning effect of learners,and to investigate the cognitive process by recording the information of the learner’s eye movement in the learning process.The results showed that in terms of learning effect,compared with text material learning,teaching expectancy can only improve part of the learning effect of system-paced video materials,which is manifested in teaching expectancy can significantly improve the immediate learning effect and delayed learning effect of text materials,but for video materials,teaching expectancy only improved part of the immediate learning effect(immediate comprehension)of learners.In the eye movement process,learners with teaching expectancy significantly reduced their fixation time on pictures when learning system-paced video,and this reduction was significantly negatively correlated with the learning effect,which indicated that in system-paced video learning,teaching expectancy improved learners’ learning performance by adjusting their attention allocation,so that learners could perform more active processing and active construction.In addition,in terms of learning experience scores,we also found that learners’ learning interest and cognitive load were significantly improved in system-paced video learning compared to text learning.Experiment 1 found that for system-paced video learning materials,teaching expectancy can only improve part of the learner’s learning performance,which may be due to the dynamic and transient nature of the video,and the information disappears before it can be processed.Experiment 2 changed the instruction,from the original passive viewing(i.e.,system-paced video materials)to learners can adjust and control the video according to their own pace(i.e.,learner-paced video materials),and examine the impact of teaching expectancy on learners-paced video learning materials by encoding learners’ learning behaviors.The results showed that in terms of learning effect,teaching expectancy can significantly improve learners’ immediate memory and immediate transfer performance,and the edge significantly improve learners’ immediate comprehension.On the video behavior coding index,learners with teaching expectancy had more pause and thinking behaviors in video learning,and learners’ pause and thinking behaviors in the learning process were significantly positively correlated with learning effects.This may reveal that in learner-paced video learning,the reason why teaching expectancy improve learners’ learning performance is achieved by increasing learners’ active participation in video learning,and this active participation is mainly reflected in learners’ manipulation of video(more times of pause,more times of ponder,longer time of ponder).The two experiments jointly confirmed the effectiveness of teaching expectancy in video learning,but in system-paced video learning,the promotion effect of teaching expectancy on learning effect is not obvious,and after increasing the controllability of video(that is,learner-paced video learning),the effectiveness of teaching expectancy has been significantly improved,which may be because learners can control the video according to their own learning conditions during the learning process,and this autonomous control makes teaching expectancy play their role.In a theoretical sense,this study supplements the relevant evidence on the effectiveness of teaching expectancy in the learning of video materials,and also provides some guidance for video learning and instructional video design in a practical sense.