Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理科学进展》
Abstract： Learning by enacting is a generative learning activity that allows students to engage in task-relevant movements, such as manipulating objects. There are different theories to explain learning by enacting: embodied cognition theory and generative learning theory support the positive effect while cognitive load theory provides evidence for negative effect of learning by enacting. This comprehensive review of previous empirical studies aims to draw conclusions regarding the effectiveness of learning by enacting and explore the potential for future research. On retention test, a majority of the reviewed studies (11 of 13 studies, 85%) found that enactment could improve retention test scores, while a smaller proportion (2 of 13 studies, 15%) did not find a facilitation effect. The median effect size for enactment facilitating retention test performance was d = 0.57. When comparing physical enactment (experimental group) to virtual enactment (control group), 2 (50%) of 4 studies demonstrated that the physical enactment group outperformed the virtual enactment group on retention tests, while the other half found lower retention scores for the physical enactment group. The median effect size for physical enactment facilitating retention test performance, compared to virtual enactment, was d = 0.01. On transfer test, most studies (17 of 20 studies, 85%) found that enactment could improve transfer test scores, while a smaller proportion (2 of 20 studies, 10%) did not find a facilitation effect. 1 (5%) of 20 studies showed that learning by enacting decreased learners' transfer scores. The median effect size for learning by enacting facilitating transfer test performance was d = 0.63. When examining the effects of different types of learning by enacting on transfer tests, a minority of studies (3 of 23 studies, 13%) found better transfer test scores in physical enactment conditions than in virtual enactment conditions. While 4 (17%) of 23 studies found lower transfer scores for the physical enactment group. The majority of studies (16 of 23 studies, 70%) did not find differences between the two types of learning by enacting. The median effect size for physical enactment facilitating transfer test performance, compared to virtual enactment, was d = 0.01. On subjective experience, only five studies compared conditions with and without learning by enacting and measured subjective experiences. One study found that learning by enacting increased students' learning confidence. Two studies explored perceived cognitive load during learning by enacting, and three other studies measured learning interest (d = 0.21), but none found significant effects of learning by enacting on these subjective experiences. When comparing physical enactment and virtual enactment, four studies measured learning confidence. Half of the studies found that students in the physical enactment group perceived higher learning confidence than those in the virtual enactment group, while the other half found no difference. The median effect size for physical enactment improving learning confidence, compared to virtual enactment, was d = 0.28. Additionally, in the studies comparing physical enactment and virtual enactment, four studies measured cognitive load. Half of the studies found that physical enactment decreased cognitive load compared to virtual enactment, while the other half found no difference. The median effect size for physical enactment increasing cognitive load, compared to virtual enactment, was d = -0.16. Furthermore, two studies measured learners' learning interest, with both finding that physical enactment induced higher learning interest than virtual enactment. The median effect size for physical enactment increasing learning interest, compared to virtual enactment, was d = 0.40. These findings generally support the embodied cognitive theory and generative learning theory, suggesting that learning by enacting can be an effective method for improving retention and transfer test performance. Further research needs to optimize learning by enacting, identify influencing factors, and integrate and verify the theories that support this pedagogical approach
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Over the past few years, pupillometry is proliferation in psychological studies and eye tracking measurement. Pupil size or diameter can reflect mental activities, and affect other’s feeling and decision making. In addition, the sizes of our pupils are also influenced by the top-down processing, such as perception and attention, emotion and motivation, mental effort, social cognition and so on. Studies in pupillometry also found that large pupils give others good impressions (e.g. more attractive, more positive), and· cause more positive behaviors during the interaction (e.g. trust behaviors; honest behaviors). In this paper, we reviewed the relations between pupils and our mind with the pupil’s neural mechanisms and the adaptive-gain theory based on previous publications. As an effective eye-tracking parameter, pupil could be measured by eye tracking to explore the inner cognitive processing of our human being. In this paper, controlling interference of unrelated variables (e.g., luminance, gaze position), pupillometry raw data mining (e.g., baseline correction, blink processing), and the selection of pupil indices (e.g., pupil diameter, peak value, oscillations frequency) are also discussed for the future research.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The eye gaze of instructors is an important but easily overlooked element in video-based learning environments. The importance of the potential roles of eye gaze can be explained by several theories, such as parasocial theory and social agent theory. These theories suggest that an instructor’s eye gaze in video-based learning environments can promote learning. Other theories such as cognitive theory of multimedia learning and cognitive load theory suggest that an instructor’s eye gaze may hinder learning. While these theories predict the effect of an instructor’s eye gaze differently, in this review article we found inconsistencies in several empirical studies. First, the retention and transfer tests are mainly used to gauge the learning outcome. On retention tests, 9 (60%) of 15 studies show that eye gaze in the video can improve students' retention test, and 6 studies (40%) show that eye gaze can hinder students' performance on retention tests. The median effect size for the eye gaze facilitated retention test was d = 0.41. The median effect sizes for the guided gaze and direct gaze facilitated retention tests were d = 0.28 and d = 0.42. On the transfer test, 6 (40%) of 15 studies show that eye gaze in the video can improve students' transfer test, 1 study (7%) shows that eye gaze can reduce students’ performance on a transfer test, and 8 studies (53%) show that eye gaze can hinder students' performance on transfer tests. The median effect size for the eye gaze facilitated transfer tests was d = 0.39. The median effect sizes for the guided gaze and direct gaze facilitated transfer tests were d = 0.24 and d = 0.42. The above study showed a small facilitative effect of eye gaze on retention and transfer tests. Second, in terms of attentional processing, previous studies have focused on the learner's fixation times on learning materials. 6 (38%) of 16 studies show that eye gaze in the video can increase students' fixation times on learning material, 7 studies (44%) show that eye gaze can reduce students’ fixation times on learning material, and 6 studies (38%) show that eye gaze can hinder students' fixation times on learning material. The median effect size for the eye gaze facilitated fixation times on learning material was d = 0.06. The median effect sizes for the guided gaze and direct gaze facilitated fixation times were d = 0.19 and d =﹣0.14.The above studies suggest that the effect of eye gaze on attentional processing is relatively weak. Third, in terms of subjective experience, parasocial interactions and cognitive load were mainly explored. For the parasocial interaction, 5 (56%) of 9 studies show that eye gaze in the video can improve students' parasocial interaction, and 4 studies (44%) show that eye gaze can hinder students' retention test. The median effect size for the eye gaze facilitated parasocial interaction was d = 0.35. The median effect sizes for the guided gaze and direct gaze facilitated parasocial interaction were d = 0.04 and d = 0.37. Regarding cognitive load, 3 (33%) of 9 studies show that eye gaze in the video can reduce students' cognitive load, and 6 studies (44%) show that eye gaze can increase students' cognitive load. The median effect size for the eye gaze facilitated cognitive load was d =﹣0.02. The median effect sizes for the guided gaze and direct gaze facilitated cognitive load were d = -0.03 and d = 0.09. The above study showed a small facilitative effect of eye gaze on parasocial interaction, but a very weak effect on cognitive load. In addition, the above findings support the parasocial interaction theory, social agency theory, and signaling principle, but not the cognitive theory of multimedia learning or the cognitive load theory. Future research needs to consider the moderating role of the type of eye gaze, facial expressions, prior knowledge experience, and the nature of the learned material. Further exploration is needed for the cognitive processing of eye gaze affecting learning and the related cognitive neural activity.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In video-based learning environments, the roles of real human teachers are important. There are different theoretical explanations for their roles, such as parasocial theory, social presence theory and social agent theory. These theories suggest that real human teachers in video-based learning environments promote learning; Other theories such as cognitive theory of multimedia learning and cognitive load theory believe that real human teachers may hinder learning. By examining past research, we found that teachers have a weak effect on the promotion of video-based learning, specifically the week effect are on knowledge retention (d = 0.23) and knowledge transfer (d = 0.1); We also found that, teachers have moderate and large influence on subjective experience of video learning, especially on perceived learning (d = 0.49), learning interest (d = 0.5), and learning satisfaction (d = 2.21); Another finding from the literature review is that with the presence of teachers in video-based learning, learners may decrease their attentions to learning material (d = -2.02). Our review of the literature suggests that future research still needs to pay close attention to the presentation of human teachers as a function of learner characteristics, learning material characteristics, and measurement methods in video learning.
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2020-02-27
Abstract： Over the past few years, pupillometry is proliferation in psychological studies and eye tracking measurement. Pupil size or diameter can reflect mental activities, and affect other’s feeling and decision making. In addition, the sizes of our pupils are also influenced by the top-down processing, such as perception and attention, emotion and motivation, mental effort, social cognition and so on. Studies in pupillometry also found that large pupils give others good impressions (e.g. more attractive, more positive), and· cause more positive behaviors during the interaction (e.g. trust behaviors; honest behaviors). In this paper, we reviewed the relations between pupils and our mind with the pupil’s neural mechanisms and the adaptive-gain theory based on previous publications. As an effective eye-tracking parameter, pupil could be measured by eye tracking to explore the inner cognitive processing of our human being. In this paper, controlling interference of unrelated variables (e.g., luminance, gaze position), pupillometry raw data mining (e.g., baseline correction, blink processing), and the selection of pupil indices (e.g., pupil diameter, peak value, oscillations frequency) are also discussed for the future research.
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Subjects: Psychology >> Educational Psychology submitted time 2018-11-10
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