1. bookVolume 14 (2022): Issue 1 (June 2022)
Journal Details
License
Format
Journal
eISSN
2037-0849
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
access type Open Access

The body in online teaching: presence or absence of gaze and gestures

Published Online: 08 Jun 2022
Volume & Issue: Volume 14 (2022) - Issue 1 (June 2022)
Page range: 55 - 61
Journal Details
License
Format
Journal
eISSN
2037-0849
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
Abstract

In this note, we analyse the use of gestures and gazes by a group of university lecturers while distance teaching. We investigated the video lessons produced and recorded by 22 lecturers, with the purpose of spotting the presence of signalling behaviours such as glances aimed at drawing the attention to parts of the screen, or pointing gestures, or ad hoc devices such as the mouse tracker or text highlighting. The guiding hypothesis behind this study is that the introduction of new tech devices for distance teaching might amplify the difficulties in signalling and attention guidance by the teachers, thus reducing the efficacy of such signalling as aids for comprehension and learning. The data we collected appear to support this hypothesis and induce interesting suggestions and guidelines towards avoiding the spotted problems.

Keywords

Cigognini, M.E. & Taddeo, G. (2020), Strategie didattiche pp 12-16. In: INDIRE (ed).: Indagine tra i docenti italiani pratiche didattiche durante il lockdown report integrativo novembre 2020, Search in Google Scholar

https://www.indire.it/wp-content/uploads/2020/12/Report-integrativo-Novembre-2020_con-grafici-1.pdf. Search in Google Scholar

Fattorini, R. & Paoletti, G. (2017). Mettiamoci la faccia. L’uso dei Talking Head nelle lezioni online. Stick the face out. Talking Head’s use in online courses. Form@re, vol. 17, 1. 217-227. http://www.fupress.net/index.php/formare/article/view/20163/19076 ISSN 1825-7321 (online) Search in Google Scholar

Gunter, T., Weinbrenner, J. e Holle, H. (2015). Inconsistent use of gesture space during abstract pointing impairs language comprehension. Frontiers in Psychology, 6, 1-10.10.3389/fpsyg.2015.00080 Search in Google Scholar

Kizilcec, R.F., Bailenson, J.N., & Gomez, C.J. (2015). The instructor’s face in video instruction: evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724.10.1037/edu0000013 Search in Google Scholar

Kizilcec, R.F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing face in video instruction: effects on information retention, visual attention, and affect. Proceedings of the 32nd annual ACM conference on Human factors in computing systems (pp. 2095-2102). ACM.10.1145/2556288.2557207 Search in Google Scholar

Kokoç, M., IIgaz, H. & Arif Altun. (2020) Effects of sustained attention and video lecture types on learning performances. Education Tech Research Dev 68:3015–3039 https://doi.org/10.1007/s11423-020-09829-710.1007/s11423-020-09829-7 Search in Google Scholar

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 1-16.10.1007/s11423-020-09749-6 Search in Google Scholar

Li, W., Wang, F., Mayer, R. E., & Liu, H. (2019). Getting the point: Which kinds of gestures by pedagogical agents improve multimedia learning? Journal of Educational Psychology, 111(8), 1382.10.1037/edu0000352 Search in Google Scholar

Lorch, R. F. (1989). Text signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1, 209-234.10.1007/BF01320135 Search in Google Scholar

Lucisano, P. (2020). Fare ricerca con gli insegnanti. I primi risultati dell’indagine nazionale SIRD “Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19”. LLL, VOL. 17, N. 36, pp. 3-25. Search in Google Scholar

Mayer, R. E. (2014). Principles based on social cues in multimedia learning: personalization, voice, embodiment, and image principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 345–368). New York: Cambridge University Press. Search in Google Scholar

Moutone, P. e Mayer, R. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93, 2, 377-389.10.1037/0022-0663.93.2.377 Search in Google Scholar

Paoletti, G. (in press). Gaze, gesture, pointing: segnali dal corpo per la comprensione di un video online. In P. Quazzolo (Ed.) Rappresentazioni dell’Umano nell’epoca dell’Intelligenza Artificiale. Venezia, Marsilio Editore. Search in Google Scholar

Pi, Z., Xu, K., C., Liu, Yang, J. (2020), Instructor presence in video lectures: Eye gaze matters, but not body orientation, Computers & Education, Volume 144,103713,ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2019.103713.10.1016/j.compedu.2019.103713 Search in Google Scholar

Rivoltella, P. C. (Ed.) (2021). Apprendere a distanza. Teoria e Metodi.Milano, Raffaello Cortina Editore. Search in Google Scholar

Schacter, D. & Szpunar, K. (2015). Enhancing attention and memory during video-recorded lecture. Scholarship of teaching and learning in psychology. 11, 60-71.10.1037/stl0000011 Search in Google Scholar

Thawai, T., Teeravarunyou, S., & Itthipuripat, S. (2017). Instructors’ gaze automatically enhances information encoding during video-based learning. Proceedings of the 3rd International Conference on Innovation in Education. Thailand. Search in Google Scholar

Wang, H., Pi, Z., & Hu, W. (2019). The instructor’s gaze guidance in video lectures improves learning. Journal of Computer Assisted Learning, 35(1), 42-50.10.1111/jcal.12309 Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo