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      The Effects of Video Instructor’s Body Language on Students’ Distribution of Visual Attention: an Eye-tracking Study

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      Proceedings of the 32nd International BCS Human Computer Interaction Conference (HCI)

      Human Computer Interaction Conference

      4 - 6 July 2018

      Video lectures, Social signals, Eye tracking, Embodied pedagogical agents

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          Abstract

          Previous studies have shown that the instructor’s presence in video lectures has a positive effect on learners’ experience. However, it does increase the cost of video production and may increase learners’ cognitive load. An alternative to instructor’s presence is the use of embodied pedagogical agents that display limited but appropriate social signals. In this extended abstract, we report a small experimental study into the effects of video instructor’s behaviour on students’ learning experience, with the long term aim of better understanding which instructor’s social signals should be applied to pedagogical agents. We used eye-tracking technology and data visualisation techniques to collect and analyse students’ distribution of visual attention in relation to the instructor’s speech and body language. Participants also answered questions about their attitudes toward the instructor. The results suggest that the instructor’s gaze directed towards the lecture’s slides, or a pointing gesture towards the slides, is not enough to shift viewers’ attention. However, the combination of both is effective. An embodied pedagogical agent should be able to display a multimodal behaviour, combining gaze and gestures, to effectively direct the learners’ visual attention towards the relevant material. Furthermore, to make learners pay attention to the lecturer’s speech, the instructional agent should make use of pauses and emphasis.

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          Most cited references 15

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          Cognitive Load Theory and the Format of Instruction

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            A review of using eye-tracking technology in exploring learning from 2000 to 2012

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              Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance

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                Author and article information

                Contributors
                Conference
                July 2018
                July 2018
                : 1-5
                Affiliations
                Beijing University of Posts and Telecommunications
                Queen Mary University of London
                Tokyo University of Agriculture and Technology
                Article
                10.14236/ewic/HCI2018.101
                © Zhang et al. Published by BCS Learning and Development Ltd. Proceedings of British HCI 2018. Belfast, UK.

                This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

                Proceedings of the 32nd International BCS Human Computer Interaction Conference
                HCI
                32
                Belfast, UK
                4 - 6 July 2018
                Electronic Workshops in Computing (eWiC)
                Human Computer Interaction Conference
                Product
                Product Information: 1477-9358BCS Learning & Development
                Self URI (journal page): https://ewic.bcs.org/
                Categories
                Electronic Workshops in Computing

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