Robot lecture for enhancing presentation in lecture

In lectures with presentation slides such as an e-learning lecture on video, it is important for lecturers to control their non-verbal behavior involving gaze, gesture, and paralanguage. However, it is not so easy even for well-experienced lecturers to properly use non-verbal behavior in their lecture to promote learners’ understanding. This paper proposes robot lecture, in which a robot substitutes for human lecturers, and reconstructs their non-verbal behavior to enhance their lecture. Towards such reconstruction, we have designed a model of non-verbal behavior in lecture. This paper also demonstrates a robot lecture system that appropriately reproduces non-verbal behavior of human lecturers with reconstructed one. In addition, this paper reports a case study involving 36 participants with the system, whose purpose was to ascertain whether robot lecture with reconstruction could be more effective for controlling learners' attention and more beneficial for understanding the lecture contents than video lecture by human and robot lecture with simple reproduction. The results of the case study with the system suggest the effect of promoting learners’ understanding of lecture contents, the necessity of reconstructing non-verbal behavior, and the validity of the non-verbal behavior model.

The Gamification of Code

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

971. Online Medical Education Improves Knowledge of Data on Appropriate and Timely Use of Influenza Antiviral Medications to Patients at High Risk for Influenza-Related Complications and Morbidity

Background Many patients are at a higher risk of influenza complications because of age and comorbidities. We sought to assess whether online education, focused on appropriate and timely use of influenza antiviral medications to patients at high risk for influenza-related complications and morbidity, could improve knowledge, competence, and confidence of clinicians. Methods Primary care physicians (PCPs) and pediatricians participated in a 30-minute video lecture with synchronized slides. Educational effect was assessed using a repeated-pairs design with pre-/post-assessment. Three multiple choice questions assessed knowledge/competence, and 1 question assessed confidence. Statistical tests to assess significance: Paired samples t-test for overall average number of correct responses and for confidence rating; McNemar’s test for individual questions (5% significance level, P < .05). Cohen’s d estimated the effect size impact on number of correct responses (< .20 modest, .20-.49 small, .59-.79 moderate, ≥.80 large). Data were collected from 10/28/20 to 12/23/20. Results Average knowledge/competence improved from 29% to 43% (N=430, P< .001, Cohen’s d = 0.46) among primary care physicians and from 31% to 43% (N=226, P< .001, Cohen’s d = 0.38) among pediatricians. Post participation, 12% more PCPs and pediatricians answered all questions correctly. Relative improvements post-participation in specific areas were as follows (P< .001): (i) 105% improvement among PCPs and 100% improvement among pediatricians in findings associated with the efficacy of treatment with antivirals for influenza in hospitalized patients. (ii) 117% improvement among PCPs and 104% improvement among pediatricians in identifying the antiviral with the greatest activity against influenza B viral strain as reported in a phase 3 clinical trial. (iii) 34% of PCPs and 46% of pediatricians had a measurable improvement in confidence after completing the program. Conclusion This study demonstrated the success of a video lecture with synchronized slides at improving PCPs and pediatricians knowledge, competence and confidence related to appropriate and timely use of influenza antiviral medications to patients at high risk for influenza-related complications and morbidity. Disclosures All Authors: No reported disclosures

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

The 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.

Effects of Video Lecture Design and Production Quality on Student Outcomes: A Quasi-Experiment Exploiting Change in Online Course Development Principles

In seeking competitive advantage, many online graduate programs have turned to improving the quality of video lectures by investing in instructional designers and in-studio production. However, it is unclear how much video lecture design and production quality improve student outcomes. We used a regression discontinuity to evaluate how video lecture design and production practices that adhere to principles of multimedia learning affect perceived learning and student satisfaction. The study involved 300 students taking an online graduate course at a large, public research university, where 194 students were exposed to video lectures designed and produced by the instructor and 106 students were exposed to video lectures designed in collaboration between the instructor and instructional designers and produced in studio. Our findings indicate that designing and producing video lectures in accordance with principles of multimedia learning has a meaningful causal effect on students’ perceived learning and a marginal effect on student satisfaction. We discuss the theoretical and practical implications of our findings for video lecture development and design in the context of online business education and the COVID-19 pandemic.

Interpolated testing and pretesting as interventions to reduce task-unrelated thoughts during a video lecture

Considerable research has examined the prevalence and apparent consequences of task-unrelated thoughts (TUTs) in both laboratory and authentic classroom settings. Few studies, however, have explored methods to reduce TUTs during learning; those few studies tested small samples or used unvalidated TUT assessments. The present experimental study attempted to conceptually replicate previous findings of testing effects and pretesting effects on TUT and learning. In a study of 195 U.S. undergraduates, we investigated whether interpolated testing (compared to interpolated restudy) and pretesting on lecture-relevant materials (compared to pretesting on conceptually related but lecture-irrelevant materials) would reduce TUTs during a video lecture on introductory statistics. Subjects completed either a content-matched or content-mismatched pretest on statistics concepts and then watched a narrated lecture slideshow. During the lecture, half of the sample completed interpolated tests on the lecture material and half completed interpolated restudy of that material. All subjects responded to unpredictably presented thought probes during the video to assess their immediately preceding thoughts, including TUTs. Following the lecture, students reported on their situational interest elicited by the lecture and then completed a comprehensive posttest. Interpolated testing significantly reduced TUT rates during the lecture compared to restudying, conceptually replicating previous findings—but with a small effect size and no supporting Bayes-factor evidence. We found no statistical evidence for either an interpolated testing effect on learning, nor a pretesting effect on TUT rates or learning. Interpolated testing might have limited utility to support students’ attention, but varying effect sizes across studies warrants further work.

Empowerment of fish farmers through Online Lecture

This study was conducted on 100 Fish Farmers of Nazeemabad village of Udham Singh Nagar District of Uttarakhand. Need was assessed through survey schedule. On the basis of need assessment, an online lecture was delivered. After that knowledge was assessed. It was reported that majority of fish farmers were unaware about techniques for checking phytoplankton and zooplankton, weed management in pond, Irrigation and drainage management, pH and Oxygen level measurement, ways of diseases control. Majority of respondents (98 per cent) were facing many constraints as productivity of soils of the pond, Lack of adequate marketing channels, Lack of proper training/exposure visits and lack of adequate marketing channels. An online video lecture was delivered by fisheries expert. It was observed that knowledge was increased after listening a lecture.