دانلود رایگان مقاله لاتین میدان دید و توجه در سخنرانی اینترنتی از سایت الزویر
عنوان فارسی مقاله:
به من نگاه کن و توجه! بررسی رابطه بین میدان دید و توجه در سخنرانی ایترنتی
عنوان انگلیسی مقاله:
Look at me and pay attention! A study on the relation between visibility and attention in web lectures
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
The availability and use of educational content on the internet, including weblectures, is becoming more and more common in higher education (Danielson, Preast, Bender, & Hassall, 2014; Griffin, Mitchell, & Thompson, 2009; Koll € offel, € 2012). As lectures are the primary means of knowledge transmission in higher education (Bligh, 1998; Risko, Anderson, Sarwal, Engelhardt, & Kingstone, 2012), as well as an effective method for the transfer of information and personalisation of the subject matter (Bligh, 1998), it is not surprising that weblectures are becoming increasingly popular. Paechter and Maier (2010) found that Austrian university students actually preferred online learning over face-to-face methods for distributing information, transmission of knowledge, providing structure of the learning material and in acquiring and supporting self-regulated learning. The possibilities of online educational content has led to the introduction of MOOCs (massive open online courses) in 2007. An online course for university students, also open for public enrolment (Creed-Dikeogu & Clark, 2013). Weblectures in an educational setting are commonly used in a blended way. In blended learning, such as the flipped classroom (Abeysekera & Dawson, 2015), the weblecture provides the online framework, while the classroom course supports deeper understanding. It is not perfectly clear though how the use of weblectures in higher education is related to learning. Some studies have found a positive relation (Bacro, Gebregziabher, & Fitzharris, 2010; Day, Foley, Groeneweg, & Van der Mast, 2005; Day & Foley, 2006; Franklin, Gibson, Samuel, Teeter, & Clarkson, 2011), some a mixed or negative relation (Fernandes, Moira, & Cruickshank, 2012; Franklin et al., 2011) and other studies found no relation at all (von Konsky, Ivins, & Gribble, 2009; Shaw & Molnar, 2011). Despite this lack of clarity about the mechanism, students do not seem to bother: for them it is clear that weblectures support their learning processes (Bacro et al., 2010; Franklin et al., 2011; Heilesen, 2010; Holbrook & Dupont, 2011; von Konsky et al., 2009; Scutter, Stupans, Sawyer, & King, 2010). The preference for lectures with a visible lecturer, instead of audio sound of the lecturer only (Day, Foley, & Catrambone, 2006; Paechter & Maier, 2010), is thought to be explained by attention (Baggett, 1984; Day et al., 2006). Also “focusing conscious attention to relevant pieces of information” is an important first step (selecting) in the process of making sense out of information, i.e. learning (Mayer, 1992b; 1996). This study tries to understand this reported preference for lectures with a visible lecturer by looking into the relation between visibility of the lecturer in a weblecture and attention. We consider visibility to be the degree in which a lecturer is visible in a weblecture. Psychological concepts of attention are centred around concentration, specifically the concentration of the mind on a single object or thought and the capacity to maintain selective and/or sustained concentration on that object or thought (Baldauf & Desimone, 2014). Focusing attention on an object, or thought, is considered to require attentional resources within the mind (Proctor & Van Zandt, 2008). We regard attention to be: concentration on a specific subject in a certain period of time or focusing attentional resources on a subject during a period of time. In our study we will look at reported attention, i.e. what participants in the study report about their attention. We will study differences in reported attention while watching weblectures via lecture capture e slides, audio and the choice between a visible lecturer in a video or not e which in the Netherlands is the most common way of presenting weblectures (Gorissen, 2013). Lecture capture is just one of the ways to present a lecture online, others are for example; voiceover-presentation, Khan-style video, picture-in-picture, stop-and-think method, presentation by a synthetic pedagogical agent, knowledge clips and live webinars (Chen & Wu, 2015; Chorianopoulos & Giannakos, 2013; Fitrianie & Rothkrantz, 2007; Miyake & Shirouzu, 2006). When reported attention after weblectures with a visible lecturer is higher, compared to reported attention after weblectures without a visible lecturer, this could help to understand the preference for lectures with visibility of the lecturer.
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کلمات کلیدی:
6.831 L9: Visibility - Mit https://courses.csail.mit.edu/6.831/archive/2008/lectures/...visibility/L9-visibility.html This Flash-driven web site is the Museum of Modern Art's Workspheres exhibition ... Today's lecture is about visibility — making the invisible state and behavior of ... such as the spotlight model of attention, and the notion of perceptual fusion and its .... The what may involve a tension between visibility and simplicity; visibility ... Seeing the instructor's face and gaze in demonstration video ... www.sciencedirect.com/science/article/pii/S0360131517301185 5 days ago - The face drew attention away from the task; but this did not affect learning. ... of instructional video (e.g., podcasts: Kay & Kletskin, 2012; web-lectures: Chen and ... divide their attention between the instructor and the demonstration, which may ... That is, we expected participants in the Face Visible with Gaze ... Estimating Attention and Understanding Level of Students in a Large ... ieeexplore.ieee.org/document/7814808/ by MSI Saikia - 2016 ... over 100 students), faces difficulties in carrying out the lecture session like visibility an. ... to estimate the students' attention and understanding level using the system. ... Persistent Link: http://xplorestaging.ieee.org/servlet/opac?punumber=7813520 ... Use of this web site signifies your agreement to the terms and conditions. Dissociable Neural Activations of Conscious Visibility and Attention ... ieeexplore.ieee.org/document/6795190/ by H Tsubomi - 2012 - Cited by 10 - Related articles Dissociable Neural Activations of Conscious Visibility and Attention ... results showed a clear dissociation in neural activities between conscious visibility and attention. ... Persistent Link: http://xplorestaging.ieee.org/servlet/opac?punumber=6720218 .... Use of this web site signifies your agreement to the terms and conditions. PDF(57K) - Wiley Online Library onlinelibrary.wiley.com/doi/10.1111/1541-4329.12073/pdf by SJ Schmidt - 2015 - Related articles I am often so engrossed in teaching the students who are paying attention that. I don't notice the ... doing with electronic devices and the Web for most of their lives.” “Wow, you are ... There is a difference between learning from lecture and learning during lecture. ... (3) Instructors need to make visible to the students their love.
