The Influence Of Teaching Gesture Type And Position On Multimedia Learnin

In recent years,due to the development of multimedia technology and the impact of the COVID-19 pandemic,multimedia learning methods such as online courses and instructional videos have become a part of college students’ daily learning lives.Previous research has found that teachers use different instructional gestures in videos,and gestures that point to more specific information have a better learning effect.However,multimedia courseware usually includes both image and text content,and the teacher’s gesture pointing to the position of the text or image may change students’ attention allocation,thereby affecting learning outcomes.With the maturity of artificial intelligence technology,an increasing number of online course videos are taught by teaching agents.Therefore,this study aims to explore the effects of gesture type and gesture position on multimedia learning for university students under the teaching of both human teachers and teaching agents.This study used the Tobii Spectrum 1200 eye tracker and involved 155 college students as participants.Two experiments were conducted to investigate the effects of teacher’s gesture type and location on multimedia learning for college students watching multimedia teaching videos.Experiment 1 examined the effects of a human teacher’s gesture type and location on multimedia learning for 79 participants using a 2(gesture type: specific instructional gesture,general instructional gesture)x 2(gesture location: picture,text)between-subjects design.Experiment 2examined the effects of a teaching agent’s gesture type and location on multimedia learning for 76 participants,also using a 2x2 between-subjects design.The study found that: compared to general instructional gestures,specific instructional gestures led to higher learning performance in subjects,regardless of whether the teacher was a human or a teaching agent.Subjects paid more attention to teaching content that corresponded to the teacher’s gestures,and to the teacher’s image,resulting in social interaction.;Picture conditions led to better learning performance than gestures pointing to text,regardless of whether the teacher was a human or a teaching agent.Subjects paid more attention to picture content.Therefore,according to our research results,it is suggested that when designing multimedia video materials,teachers should try to use specific indicative gestures and try to point to the teaching content of pictures.When learning multimedia materials,students can pay more attention to picture content.