Onscreen presence of instructors in video lectures affects learners’ neural synchrony and visual attention during multimedia learning

Proceedings of the National Academy of Sciences, Journal Year: 2024, Volume and Issue: 121(12)

Published: March 11, 2024

COVID-19 forced students to rely on online learning using multimedia tools, and continues impact education beyond the pandemic. In this study, we combined behavioral, eye-tracking, neuroimaging paradigms identify processes outcomes. College viewed four video lectures including slides with either an onscreen human instructor, animated or no instructor. Brain activity was recorded via fMRI, visual attention outcome assessed post-tests. Onscreen presence of compared instructor presence, resulted in superior post-test performance, less slide, more synchronized eye movements during learning, higher neural synchronization cortical networks associated socio-emotional processing working memory. Individual variation cognitive abilities intersubject revealed different levels conditions. The instructor-present condition evoked increased synchronization, likely reflecting extra demands attentional control, memory engagement, processing. Although instructors led comparable outcomes, effects were due dynamic interplay information vs. distraction. These findings reflect a benefit–cost trade-off where is enhanced only when benefits motivated by social outweigh costs brought about concurrent distraction unrelated learning.

Language: Английский

---

Effect of explanation videos on learning: The role of attention and academic performance

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 7, 2025

Students often search for answers online, and gravitate to short explanation videos, which are abundant online. While they seem useful can be quite engaging, it is unclear if these videos benefit classroom learning. We hypothesized that when carefully matched the class instruction, video helpful, but benefits will depend on ability of students pay attention. To test this we recruited from The City College New York first- second-year college physics classes (n = 139) showed them matching their course material. Quizzes before or after measured video. also eye movement gauge attention analyzed results as a function grade point average (GPA). saw quiz performance student, larger effects with higher GPA. GPA was not correlated attention, nor did consistently affect performance. In an online replication participants broader STEM background 215) apparent only one four tested. conclude some available effective support instruction. However, mostly strong academically, despite similar levels overt across all students.

Language: Английский

---

AI Eye-Tracking Technology: A New Era in Managing Cognitive Loads for Online Learners

Education Sciences, Journal Year: 2024, Volume and Issue: 14(9), P. 933 - 933

Published: Aug. 25, 2024

Eye-tracking technology has emerged as a valuable tool for evaluating cognitive load in online learning environments. This study investigates the potential of AI-driven consumer behaviour prediction eye-tracking to improve experience by monitoring students’ attention and delivering real-time feedback. In our study, we analysed two lecture videos used higher education from institutions: Oxford Business College Utrecht University. We conducted this analysis assess demands PowerPoint presentations, directly affects effectiveness knowledge dissemination process. utilised neuromarketing-research AI software called ‘Predict’, which employs an algorithm constructed on largest neuroscience database (comprising previous studies live participants n = 180,000 with EEG data). The was carried out using programming language R, followed series t-tests each video Pearson’s correlation tests examine relationship between ocus demand. findings suggest that AI-powered systems have transform providing educators insights into processes enabling them optimise instructional materials improved outcomes.

Language: Английский

---

A Rapid Cortical Learning Process Supporting Students’ Knowledge Construction During Real Classroom Teaching

Advanced Science, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 7, 2025

Classroom teaching is essential for cognitive development and cultural evolution, yet its neurocognitive mechanisms remain unclear. Here, this explored in a university graduate course by combining wearable functional near-infrared spectroscopy (fNIRS) machine learning models. The results show that blended involving both students' recalling teachers' lecturing leads to better outcomes than alone. Moreover, during the same phase, induces knowledge construction middle frontal cortex (MFC), while alone representation right temporoparietal junction (TPJ), with former significantly correlating final outcomes. Additionally, MFC's begins earlier but facilitated later lecturing. Finally, when teacher's TPJ activity precedes of MFC, significant teacher-student neural synchronization observed correlated These findings suggest that, real classroom teaching, MFC serves as hub rapid cortical process, supporting through projection from TPJ.

Language: Английский

---

Eye-tracking insights into cognitive strategies, learning styles, and academic outcomes of Turkish medicine students

BMC Medical Education, Journal Year: 2025, Volume and Issue: 25(1)

Published: Feb. 20, 2025

Individual differences in learning preferences and cognitive strategies play a crucial role shaping academic outcomes, emphasizing the need to customize educational approaches meet diverse learner needs. This study explores relationship between gaze behavior, style performance 20 sophomore Turkish medical students. Eye-tracking metrics, duration, fixation count, saccadic movements, were recorded using Tobii Pro Glasses 2 eye tracker during Trail Making, Visual Sustained Attention Stroop Tests associated with Felder-Soloman performance. data revealed consistent patterns across tasks, percentages averaging 94% movements accounting for 6%, suggesting uniform attention allocation. Pupil diameter variation did not significantly differ implying similar demands all tasks. Most of participants demonstrated moderate-to-strong visual preferences, particularly females. Significant gender observed performance, higher Grade Point Averages among female stronger preferences. The underscores gender-based alignment these findings suggest importance tailoring support needs, particular emphasis on visually engaging materials.

Language: Английский

---

Evolution and Future Trends in Artificial Intelligence in Education (AIEd)

Advances in computational intelligence and robotics book series, Journal Year: 2025, Volume and Issue: unknown, P. 121 - 148

Published: April 25, 2025

AIEd has widely facilitated the transformation of practices in teaching and learning environment as well organizational administrative functioning education system. Growing from rule-and-coded programs instruction applications early types instructional software, is an improved system that consists ITS, EDM, adaptive learning. These innovations have enabled emergence map to meet learner needs with different approaches which are cognition, behaviour emotion styles. Many such issues not only explained reference examples existing experiences lessons at its current stage, but also discussed further opportunities trends for AIEd, including developments immersive technologies like AR/VR; advanced paradigms AI + X Education integrated cognitive science theories insights other disciplines; use cases lifelong solutions pertinent rapidly changing global work environment.

Language: Английский

---

Effect of Explanation Videos on Learning: The Role of Attention and Academic Performance

Published: April 19, 2024

Students often search for answers online, and gravitate to short explanation videos, which are abundant online. While they seem useful can be quite engaging, it is unclear if these videos benefit classroom learning. We hypothesized that when carefully matched the class instruction, video helpful, but benefits will depend on ability of students pay attention. To test this we recruited from The City College New York first- second-year college physics classes (n=139) showed them matching their course material. Quizzes before or after measured video. also eye movement gauge attention analyzed results as a function grade point average (GPA). saw quiz performance student, larger effects with higher GPA. GPA was not correlated attention, nor did consistently affect performance. In an online replication participants broader STEM background (n=215) apparent only one four tested. conclude some available effective support instruction. However, mostly strong academically, despite similar levels overt across all students.

Language: Английский

---

Boundaries in the eyes: measure event segmentation during naturalistic video watching using eye tracking

bioRxiv (Cold Spring Harbor Laboratory), Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 23, 2024

During naturalistic information processing, individuals spontaneously segment their continuous experiences into discrete events, a phenomenon known as event segmentation. Traditional methods for assessing this process, which include subjective reports and neuroimaging techniques, often disrupt real-time segmentation or are costly time intensive. Our study investigated the potential of measuring by recording analyzing eye movements while participants view videos. We collected movement data from healthy young adults they watched commercial films (N=104), online Science, Technology, Engineering, Mathematics (STEM) educational courses (N=44). analyzed changes in pupil size speed near boundaries employed inter-subject correlation analysis (ISC) hidden Markov models (HMM) to identify patterns indicative observed that both dynamically responded boundaries, exhibiting heightened sensitivity high-strength boundaries. analyses further revealed synchronized across participants. These can be effectively identified HMM, yielded higher within-event similarity values aligned with human-annotated Importantly, HMM-based metrics experimental manipulations predicted learning outcomes. This provided comprehensive computational framework using eye-tracking. With widespread accessibility low-cost eye-tracking devices, ability measure promises deepen our understanding process diverse real-world settings.

Language: Английский

---

The impact of observing lecturer hand motor actions on the learning of cognitive skills in higher education

Acta Psychologica, Journal Year: 2024, Volume and Issue: 249, P. 104483 - 104483

Published: Sept. 1, 2024

Class demonstrations where the lecturer's hand motor actions are observable generally have a positive effect on learning of skills because they trigger an effortless process embodied simulations. Whether cognitive is likewise affected by such visualisations yet to be investigated and might depend content as well other factors. This study aimed investigate whether showing via document camera during introductory financial accounting class affects student (transfer performance), load responses, note-taking behaviour compared writing pad not visible. The utilised quasi-experimental design in in-person setting, with pre-test post-test comparison two groups participants: one group that viewed lecture video without being visible (n = 509), another same 571). results showed with-hand had significantly higher increase test scores without-hand group. However, visibility did impact or behaviour. findings important practical implications for education, incorporating non-verbal cues may effectively enhance skills.

Language: Английский

---