دورية أكاديمية
The Emotional Design of an Instructor: Body Gestures Do Not Boost the Effects of Facial Expressions in Video Lectures
| العنوان: | The Emotional Design of an Instructor: Body Gestures Do Not Boost the Effects of Facial Expressions in Video Lectures |
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| اللغة: | English |
| المؤلفون: | Zhongling Pi (ORCID |
| المصدر: | Interactive Learning Environments. 2024 32(3):952-971. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Nonverbal Communication, Affective Behavior, Video Technology, Eye Movements, Student Attitudes, Emotional Response, Emotional Intelligence, Psychological Patterns |
| مصطلحات جغرافية: | China |
| DOI: | 10.1080/10494820.2022.2105898 |
| تدمد: | 1049-4820 1744-5191 |
| مستخلص: | A video lecture instructor exhibiting positive emotion has been shown to induce similar emotions in students, improving the students' motivation and increasing their attention, thus improving their learning performance. However, little systematic research exists on which specific design features with regards to the instructor can induce such emotions. The current study aimed to test whether congruent body gestures boost the effects of an instructor's facial expressions (happy vs. bored) on learning from video lectures in terms of students' emotions, motivation, attention, cognitive load, and learning performance. There were four conditions: (1) a happy face without body gestures; (2) a happy face accompanied with happy body gestures; (3) a bored face without body gestures; and (4) a bored face accompanied with bored body gestures. One-way repeated ANOVAs showed that congruent body gestures strengthened the emotional effects, and strengthened the attentional split effects of the happy face; when the instructor did not produce body gestures, her happy face facilitated students' learning performance compared to the bored face. Our findings suggest that instructors should be encouraged to exhibit a happy face without body gestures when giving video lectures to increase students' learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1425553 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1049-4820 1744-5191 |
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| DOI: | 10.1080/10494820.2022.2105898 |