Do Social Cues in Instructional Videos Affect Attention Allocation, Perceived Cognitive Load, and Learning Outcomes under Different Visual Complexity Conditions?

Autor/inn/en	Meier, Julius; Jong, Bastian; Montfort, Dorien Preusterink; Verdonschot, Anouk; Wermeskerken, Margot; Gog, Tamara
Titel	Do Social Cues in Instructional Videos Affect Attention Allocation, Perceived Cognitive Load, and Learning Outcomes under Different Visual Complexity Conditions?
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 4, S.1339-1353 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meier, Julius) ORCID (Jong, Bastian) ORCID (Wermeskerken, Margot)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12803
Schlagwörter	Video Technology; Cues; Attention; Social Influences; Nonverbal Communication; Eye Movements; Difficulty Level; Cognitive Processes; Visual Stimuli; Context Effect + Suchen Sie Ihr Suchwort? Stichwort; Aufmerksamkeit; Sozialer Einfluss; Non-verbal communication; Nonverbale Kommunikation; Augenbewegung; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess
Abstract	Background: There are only few guidelines on how instructional videos should be designed to optimize learning. Recently, the effects of social cues on attention allocation and learning in instructional videos have been investigated. Due to inconsistent results, it has been suggested that the visual complexity of a video influences the effect of social cues on learning. Objectives: Therefore, this study compared the effects of social cues (i.e., gaze & gesture) in low and high visual complexity videos on attention, perceived cognitive load, and learning outcomes. Methods: Participants (N = 71) were allocated to a social cue or no social cue condition and watched both a low and a high visual complexity video. After each video, participants completed a knowledge test. Results and Conclusions: Results showed that participants looked faster at referenced information and had higher learning outcomes in the low visual complexity condition. Social cues did not affect any of the dependent variables, except when including prior knowledge in the analysis: In this exploratory analysis, the inclusion of gaze and gesture cues in the videos did lead to better learning outcomes. Takeaways: Our results show that the visual complexity of instructional videos and prior knowledge are important to take into account in future research on attention and learning from instructional videos. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01