Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions? Article Swipe
Julius Meier
,
Bas de Jong
,
Dorien Preusterink van Montfort
,
Anouk Verdonschot
,
Margot van Wermeskerken
,
Tamara van Gog
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.1111/jcal.12803
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.1111/jcal.12803
Background There are only few guidelines on how instructional videos should be designed to optimize learning. Recently, the effects of social cues on attention allocation and learning in instructional videos have been investigated. Due to inconsistent results, it has been suggested that the visual complexity of a video influences the effect of social cues on learning. Objectives Therefore, this study compared the effects of social cues (i.e., gaze & gesture) in low and high visual complexity videos on attention, perceived cognitive load, and learning outcomes. Methods Participants ( N = 71) were allocated to a social cue or no social cue condition and watched both a low and a high visual complexity video. After each video, participants completed a knowledge test. Results and Conclusions Results showed that participants looked faster at referenced information and had higher learning outcomes in the low visual complexity condition. Social cues did not affect any of the dependent variables, except when including prior knowledge in the analysis: In this exploratory analysis, the inclusion of gaze and gesture cues in the videos did lead to better learning outcomes. Takeaways Our results show that the visual complexity of instructional videos and prior knowledge are important to take into account in future research on attention and learning from instructional videos.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1111/jcal.12803
- https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jcal.12803
- OA Status
- hybrid
- Cited By
- 10
- References
- 49
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4323567653
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4323567653Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1111/jcal.12803Digital Object Identifier
- Title
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Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions?Work title
- Type
-
articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2023Year of publication
- Publication date
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2023-03-07Full publication date if available
- Authors
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Julius Meier, Bas de Jong, Dorien Preusterink van Montfort, Anouk Verdonschot, Margot van Wermeskerken, Tamara van GogList of authors in order
- Landing page
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https://doi.org/10.1111/jcal.12803Publisher landing page
- PDF URL
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https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jcal.12803Direct link to full text PDF
- Open access
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YesWhether a free full text is available
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hybridOpen access status per OpenAlex
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https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jcal.12803Direct OA link when available
- Concepts
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Social cue, Psychology, Gaze, Affect (linguistics), Cognitive psychology, Sensory cue, Gesture, Cognition, Cognitive load, Computer science, Artificial intelligence, Communication, Psychoanalysis, NeuroscienceTop concepts (fields/topics) attached by OpenAlex
- Cited by
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10Total citation count in OpenAlex
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2025: 1, 2024: 8, 2023: 1Per-year citation counts (last 5 years)
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49Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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