Relationships among Watching Behavior, Learning Flow, and Learning Achievement in a Video-based Learning Environment
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This study aimed to identify watching behaviors matched with instructional events in a general video-based learning environment and investigate the relationships among the watching behaviors, learning flow, and the learning achievement. The watching behaviors were fixation, saccade, and pupil dilation, among others, and those of 61 participants were recorded throughout their course of learning. The level of their learning achievement and learning flow were also collected. The experiment stimulus was an about 10 minutes of a video clip, and it was about the normal distribution in the statistics course. Under the purpose of research, the most frequent watching behaviors relying upon the instructor’s behavior were identified, and the correlation and regression analyses were performed repeatedly using the watching behaviors, learning flow, and the learning achievement as the variables. In this study, the regression models for predicting the learning achievement, along with the watching behaviors and learning flow, were not clearly developed; however, the process of this research suggested certain meaningful implications for interpreting the learners’ state in the progress of learning and suggesting directions for the future statistical analyses. Further discussion is included.
Abstract
This study aimed to identify watching behaviors matched with instructional events in a general video-based learning environment and investigate the relationships among the watching behaviors, learning flow, and the learning achievement. The watching behaviors were fixation, saccade, and pupil dilation, among others, and those of 61 participants were recorded throughout their course of learning. The level of their learning achievement and learning flow were also collected. The experiment stimulus was an about 10 minutes of a video clip, and it was about the normal distribution in the statistics course. Under the purpose of research, the most frequent watching behaviors relying upon the instructor’s behavior were identified, and the correlation and regression analyses were performed repeatedly using the watching behaviors, learning flow, and the learning achievement as the variables. In this study, the regression models for predicting the learning achievement, along with the watching behaviors and learning flow, were not clearly developed; however, the process of this research suggested certain meaningful implications for interpreting the learners’ state in the progress of learning and suggesting directions for the future statistical analyses. Further discussion is included.
참고문헌 (28)
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