The positivity principle: do positive instructors improve learning from video lectures?

AbstractThe positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived.

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Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

Education Sciences ◽

10.3390/educsci10030051 ◽

2020 ◽

Vol 10 (3) ◽

pp. 51

Author(s):

DongMin Jang ◽

IlHo Yang ◽

SeoungUn Kim

Keyword(s):

Eye Movements ◽

Eye Movement ◽

Fixation Duration ◽

Peak Velocity ◽

Eye Gaze ◽

Sampling Rate ◽

Maximum Amplitude ◽

Mind Wandering ◽

Video Lecture ◽

Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

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The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom

Journal of Information Technology Education Research ◽

10.28945/4131 ◽

2018 ◽

Vol 17 ◽

pp. 471-484 ◽

Cited By ~ 1

Author(s):

Mik Fanguy ◽

Jamie Costley ◽

Christopher Lange ◽

Matthew Baldwin ◽

Seunglock Han

Keyword(s):

Online Learning ◽

Goal Orientation ◽

Future Research ◽

Valuable Insight ◽

Video Lecture ◽

Conflicting Information ◽

Video Lectures ◽

E Learning ◽

Intrinsic Goal Orientation ◽

Intrinsic Goal

Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments.

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Impact of pairing an augmented reality demonstration with online video lectures… Does it improve students’ performance?

Asian Journal of University Education ◽

10.24191/ajue.v16i4.11949 ◽

2021 ◽

Vol 16 (4) ◽

pp. 91

Author(s):

Surendheran Kaliyaperumal ◽

Mohd Helmy Abd Wahab ◽

K. Martin Sagayam ◽

Radzi Ambar ◽

Hazwaj Mhd Poad

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Online Video ◽

Video Lecture ◽

Video Lectures ◽

E Learning ◽

Recent Trends ◽

Institute Of Technology ◽

The Impact ◽

Paired T Test

Due to the increased shifts in recent technologies, the education sector has also started to reshape itself to face the future. Augmented Reality (AR) and Virtual Reality (VR) are among the few recent trends that drive this shift forward. This study was set to study the impact of pairing a video lecture course with an AR presentation. A class of multimedia students (N=33) from Vellore Institute of Technology, Vellore, India; underwent an experiment of watching a video lecture module and attending a quiz. The same class again went through a similar test where they had to watch video lectures, get to experience what they learned in Augmented Reality for 10minutes, and then appeared for the quiz. The paired t-test conducted on the two sets of scores obtained by the class indicates a statistically significant increase in the average final scores when AR experience is paired with the video lectures. The feedback from the students was also positive on the AR experience. Keywords: Augmented reality, Education, e-learning, Video lectures

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Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

10.20944/preprints202002.0026.v1 ◽

2020 ◽

Author(s):

DongMin Jang ◽

IlHo Yang ◽

SeoungUn Kim

Keyword(s):

Eye Movements ◽

Eye Movement ◽

Fixation Duration ◽

Peak Velocity ◽

Eye Gaze ◽

Sampling Rate ◽

Maximum Amplitude ◽

Mind Wandering ◽

Video Lecture ◽

Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers while learning video lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported self-caught mind-wandering while learning physics video lecture during30 minutes. A Tobii Pro Spectrum (sampling rate: 300Hz) was used to capture their eye-gaze during learning Gauss's law course video. After watching video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Also, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

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Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners?

Online Journal of Applied Knowledge Management ◽

10.36965/ojakm.2017.5(1)101-111 ◽

2017 ◽

Vol 5 (1) ◽

pp. 101-111 ◽

Cited By ~ 8

Author(s):

Nitza Geri ◽

Amir Winer ◽

Beni Zaks

Keyword(s):

Empirical Support ◽

Viewing Time ◽

Online Video ◽

Attention Span ◽

Video Lecture ◽

Video Lectures ◽

Attention Economy ◽

Before And After ◽

Short Video ◽

Effective Use

Keeping learners engaged in viewing online video lectures is a challenge, which is considered harder as the length of the video is longer. Although it is a known obstacle, in practice, many videos are lengthy and do not contain interactive elements. This study takes an attention economy perspective, and examines if interactivity may enable effective use of longer online video lectures. Google Analytics data was used to measure average online video lecture viewing completion percentage for two ‘long’ and ‘short’ video lecture groups, before and after the addition of interactive components. Preliminary results show that addition of interactivity significantly improved completion percentage as well as average viewing time for both ‘long’ and ‘short’ video lecture groups by more than 20%. Furthermore, the average viewing time of the ‘long’ group grew to over 10 minutes. The contributions of this study are twofold: it demonstrates the potential of learning analytics to identify ways to improve learning processes, and it provides empirical support for the potential of adding interactive elements to the videos to expand the attention span of learners.

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Don’t Put Me in This Group

Social Psychology ◽

10.1027/1864-9335/a000363 ◽

2019 ◽

Vol 50 (2) ◽

pp. 80-93

Author(s):

Jort de Vreeze ◽

Christina Matschke

Keyword(s):

Positive Emotions ◽

Negative Emotions ◽

Negative Information ◽

The Self ◽

The Other ◽

Other Hand ◽

Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

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The Relationship among College Students’ Academic Control, Academic Value, Positive Emotions, Negative Emotions, and Goal Commitment

Korean Education Inquiry ◽

10.22327/kei.2018.06.36.2.025 ◽

2018 ◽

Vol 36 (2) ◽

pp. 25-47

Author(s):

Dae-Hoon Kwon

Keyword(s):

College Students ◽

Positive Emotions ◽

Negative Emotions ◽

Goal Commitment ◽

Academic Control ◽

The Relationship

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Positive Emotion in Borderline Personality Disorder

The Oxford Handbook of Positive Emotion and Psychopathology ◽

10.1093/oxfordhb/9780190653200.013.22 ◽

2019 ◽

pp. 332-352

Author(s):

Jill M. Hooley ◽

Sara R. Masland

Keyword(s):

Borderline Personality Disorder ◽

Personality Disorder ◽

Positive Emotions ◽

Negative Emotions ◽

Negative Mood ◽

Severe Form ◽

Borderline Personality ◽

Negative Emotionality ◽

Personality Pathology ◽

Emotional Experiences

Borderline personality disorder (BPD) is a severe form of personality pathology characterized by high levels of negative emotionality. Because negative emotions are so central to the clinical presentation of BPD, the issue of how people with this disorder process and experience positive emotional experiences is relatively unexplored. This chapter provides an overview of what is currently known about positive emotions and BPD. Although the literature is characterized by many inconsistencies, our review suggests that people with BPD do indeed experience positive emotions. However, their recall of positive emotional experiences appears to be reduced, perhaps because such experiences are more transient, less stable, and more likely to be quickly replaced by negative emotions. Problems with the identification and accurate differentiation of positive emotions may also play a role. Such difficulties may conspire to create a psychological world for people with BPD that is characterized by a focus on negative mood and negative emotional experiences. In addition to focusing on negative affect, we suggest that it might also be clinically beneficial to make problems with positive affect a specific clinical target.

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Effects of aging on emotion recognition from dynamic multimodal expressions and vocalizations

Scientific Reports ◽

10.1038/s41598-021-82135-1 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Diana S. Cortes ◽

Christina Tornberg ◽

Tanja Bänziger ◽

Hillary Anger Elfenbein ◽

Håkan Fischer ◽

...

Keyword(s):

Older Adults ◽

Emotion Recognition ◽

Positive Emotions ◽

Negative Emotions ◽

Group Differences ◽

Significant Group ◽

Positivity Effect ◽

Video Recordings ◽

Age Related ◽

Effects Of Aging

AbstractAge-related differences in emotion recognition have predominantly been investigated using static pictures of facial expressions, and positive emotions beyond happiness have rarely been included. The current study instead used dynamic facial and vocal stimuli, and included a wider than usual range of positive emotions. In Task 1, younger and older adults were tested for their abilities to recognize 12 emotions from brief video recordings presented in visual, auditory, and multimodal blocks. Task 2 assessed recognition of 18 emotions conveyed by non-linguistic vocalizations (e.g., laughter, sobs, and sighs). Results from both tasks showed that younger adults had significantly higher overall recognition rates than older adults. In Task 1, significant group differences (younger > older) were only observed for the auditory block (across all emotions), and for expressions of anger, irritation, and relief (across all presentation blocks). In Task 2, significant group differences were observed for 6 out of 9 positive, and 8 out of 9 negative emotions. Overall, results indicate that recognition of both positive and negative emotions show age-related differences. This suggests that the age-related positivity effect in emotion recognition may become less evident when dynamic emotional stimuli are used and happiness is not the only positive emotion under study.

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