Jiumin Yang
Biographic Data
| ID | 6510310 |
|---|---|
| NAME | Jiumin Yang |
| GIVEN NAMES | Jiumin |
| FAMILY NAME | Yang |
| SIGNATURE | YANG J |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0001-6402-9361 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fostering dialogic peer feedback in synchronous online discussions
Dialogic peer feedback in synchronous online discussions provides multiple educational benefits; however, its implementation is often constrained by students’ cognitive and interactional limitations. To address this issue, this study investigated the effects of argumentation scaffold and role assignment on students’ emotion, social metacognition, and discourse patterns in dialogic peer feedback. A quasi-experimental design was employed, involving…
Drawing and Material Visibility in Video Learning
Drawing is widely advocated as an active learning strategy; however, its effectiveness in video‐based learning remains inconsistent. One potential explanation lies in material visibility, whether learning materials remain accessible during task performance. Using a 2 (drawing vs. passive viewing) × 2 (visible vs. no visible) experimental design, this study examined the effects of drawing and material visibility on cognitive load, learning satisfa…
Combining video and virtual experiments to foster online scientific inquiry learning
In recent years, computer-based online inquiry has become a prevalent mode of learning in science education. Growing evidence suggests that using multiple experimental formats can be more effective than single-format approaches in supporting scientific inquiry learning. However, the mechanisms and efficacy of combining video and virtual experiments in online environments remain underexplored. This study investigated the effects and underlying pro…
When Do Teachers' Pleasant Expressions in Video Lectures Facilitate Learning? The Role of Emotional Learning Materials and Auditory Emotions
The Combination of Video and Virtual Experiments in Online Scientific Inquiry
Video experiments and virtual experiments have proven effective in supporting online scientific inquiry. This study investigated optimal strategies for combining these two approaches, focusing on two critical multi‐representational learning factors based on the design, functions, tasks (DeFTs) framework: the learning sequence and the representational integration scaffold (RIS). A two‐level factorial quasi‐experiment was conducted to examine the m…
Dose local students’ presence affects remote students’ performance in blended synchronous learning
This study investigated the effect of local students’ presence mode (intermittent presence vs. continuous presence) and level of content difficulty (easy vs. difficult) on remote students’ blended synchronous learning. A total of 124 fourth-grade remote students were randomly assigned to one of four groups. The results showed that, first, remote students had higher retention performance, higher perceived teacher interaction, and paid less attenti…
The synergy of pedagogical agents and metaphorical design
The effectiveness of video‐based learning lies not in perfecting isolated elements such as pedagogical agents (PAs) or metaphorical content, but in their synergistic integration. While both have been shown to independently enhance learning outcomes, their combined potential remains underexplored. In this study, 129 learners engaged with biology content in a 2 × 2 between‐subjects design to examine the effects of PAs type (real vs. virtual) and me…
Investigating the impact of explanation type and peer relationship closeness on multimedia learning
Beyond Appearance
Social Comparison Influencing the Effectiveness of Learners Using Learning by Teaching in Video Learning
Bridging Concrete to Idealized
Although programming education often emphasizes abstract syntax and logical structures, students struggle to connect abstract concepts with concrete experiences. Integrating embodied actions like hands-on movements and multiple external representations (MERs) may bridge this gap and enhance understanding. This study examined how different MER sequences influence high school students’ learning. Ninety-seven students viewed one of three videos: ide…
The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance
Signaling and perceiving on equity crowdfunding decisions — a machine learning approach
This study explores how signaling and perceiving jointly influence crowd investors’ decision-making. We utilize five machine learning models to assess the predictive power of various information types on crowdfunding success. Our findings indicate that investors prioritize well-structured quantitative data over complex qualitative content. Processing quantitative information is also found to be less cognitively taxing than extracting useful infor…
Presenting points or rank
Introducing support for learner control
Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour, cognitive process, metacognition and learning …
How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning
This study investigated the effects of two types of oral explanations (ie, self‐explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learnin…
The mutual influence of an instructor’s eye gaze and facial expression in video lectures
This study tested the mutual effects of the instructor's eye gaze and facial expression on students' eye movements (i.e. first fixation time to the slides, percentage dwell time on the slides, and percentage dwell time on the instructor), parasocial interaction, and learning performance in pre-recorded video lectures. Students (N = 118 undergraduate and graduate students) were assigned to watch one of four videos in a 2 (gaze: direct, guided) × 2…
Personalization and pauses in speech
Difficulty level moderates the effects of another’s presence as spectator or co-actor on learning from video lectures
Generative learning supports learning from video lectures
Interactive equality in peer assessment
Seeing others’ messages on the screen during video lectures hinders transfer of learning
This study tested whether seeing others’ typed messages while viewing video lectures affected learners’ attention and learning performance. Participants viewed one of three versions of a video lecture: (a) conventional video lecture as control; (b) video lecture with others’ programmed messages appearing onscreen when the instructor was giving demonstrations on course content; (c) video lecture with others’ programmed messages appearing onscreen …
The interaction effects of an instructor’s emotions in instructional videos and students’ emotional intelligence on L2 vocabulary learning
Instructor’s position affects learning from video lectures in Chinese context
Although more and more online courses use video lectures that feature an instructor and slides, there are few specific guidelines for designing these video lectures. This experiment tested whether the instructor should appear on the screen and whether her position on the screen (left, middle, right of the content on the slides) influenced students. Students were randomly assigned to watch one of four video lectures on the topic of sleep. The resu…
Is self‐explanation better than explaining to a fictitious student when learning from video lectures
Generating written explanations is a popular learning strategy in an online learning environment. Students can explain to themselves (ie, self‐explanations) or a peer‐student (ie, instructional explanations). However, for improving learning from video lectures, it is unclear whether writing self‐explanations is more beneficial than writing instructional explanations, and whether writing both types of explanation is more beneficial than writing on…
No prominent works on this page.
Instructor presence in video lectures
Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures
In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting a different set of English vocabulary w…
Seeing others’ messages on the screen during video lectures hinders transfer of learning
This study tested whether seeing others’ typed messages while viewing video lectures affected learners’ attention and learning performance. Participants viewed one of three versions of a video lecture: (a) conventional video lecture as control; (b) video lecture with others’ programmed messages appearing onscreen when the instructor was giving demonstrations on course content; (c) video lecture with others’ programmed messages appearing onscreen …
The interaction effects of an instructor’s emotions in instructional videos and students’ emotional intelligence on L2 vocabulary learning
Instructor’s position affects learning from video lectures in Chinese context
Although more and more online courses use video lectures that feature an instructor and slides, there are few specific guidelines for designing these video lectures. This experiment tested whether the instructor should appear on the screen and whether her position on the screen (left, middle, right of the content on the slides) influenced students. Students were randomly assigned to watch one of four video lectures on the topic of sleep. The resu…
Is self‐explanation better than explaining to a fictitious student when learning from video lectures
Generating written explanations is a popular learning strategy in an online learning environment. Students can explain to themselves (ie, self‐explanations) or a peer‐student (ie, instructional explanations). However, for improving learning from video lectures, it is unclear whether writing self‐explanations is more beneficial than writing instructional explanations, and whether writing both types of explanation is more beneficial than writing on…
Neural oscillations and learning performance vary with an instructor's gestures and visual materials in video lectures
Instructors' speech and gestures are tightly integrated. However, little is known about the neural mechanisms by which different types of gestures affect learning. We conducted two experiments on the effects of gestures in video lectures that included an instructor and slides, with English vocabulary as the topic. In Experiment 1, we manipulated the instructor's gestures (beat gestures vs. pointing gestures vs. depictive gestures) on neural oscil…
The mutual influence of an instructor’s eye gaze and facial expression in video lectures
This study tested the mutual effects of the instructor's eye gaze and facial expression on students' eye movements (i.e. first fixation time to the slides, percentage dwell time on the slides, and percentage dwell time on the instructor), parasocial interaction, and learning performance in pre-recorded video lectures. Students (N = 118 undergraduate and graduate students) were assigned to watch one of four videos in a 2 (gaze: direct, guided) × 2…
Personalization and pauses in speech
Difficulty level moderates the effects of another’s presence as spectator or co-actor on learning from video lectures
Generative learning supports learning from video lectures
Interactive equality in peer assessment
Presenting points or rank
Introducing support for learner control
Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour, cognitive process, metacognition and learning …
How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning
This study investigated the effects of two types of oral explanations (ie, self‐explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learnin…
Investigating the impact of explanation type and peer relationship closeness on multimedia learning
Beyond Appearance
Social Comparison Influencing the Effectiveness of Learners Using Learning by Teaching in Video Learning
Bridging Concrete to Idealized
Although programming education often emphasizes abstract syntax and logical structures, students struggle to connect abstract concepts with concrete experiences. Integrating embodied actions like hands-on movements and multiple external representations (MERs) may bridge this gap and enhance understanding. This study examined how different MER sequences influence high school students’ learning. Ninety-seven students viewed one of three videos: ide…
The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance
Signaling and perceiving on equity crowdfunding decisions — a machine learning approach
This study explores how signaling and perceiving jointly influence crowd investors’ decision-making. We utilize five machine learning models to assess the predictive power of various information types on crowdfunding success. Our findings indicate that investors prioritize well-structured quantitative data over complex qualitative content. Processing quantitative information is also found to be less cognitively taxing than extracting useful infor…
Fostering dialogic peer feedback in synchronous online discussions
Dialogic peer feedback in synchronous online discussions provides multiple educational benefits; however, its implementation is often constrained by students’ cognitive and interactional limitations. To address this issue, this study investigated the effects of argumentation scaffold and role assignment on students’ emotion, social metacognition, and discourse patterns in dialogic peer feedback. A quasi-experimental design was employed, involving…
Drawing and Material Visibility in Video Learning
Drawing is widely advocated as an active learning strategy; however, its effectiveness in video‐based learning remains inconsistent. One potential explanation lies in material visibility, whether learning materials remain accessible during task performance. Using a 2 (drawing vs. passive viewing) × 2 (visible vs. no visible) experimental design, this study examined the effects of drawing and material visibility on cognitive load, learning satisfa…
Combining video and virtual experiments to foster online scientific inquiry learning
In recent years, computer-based online inquiry has become a prevalent mode of learning in science education. Growing evidence suggests that using multiple experimental formats can be more effective than single-format approaches in supporting scientific inquiry learning. However, the mechanisms and efficacy of combining video and virtual experiments in online environments remain underexplored. This study investigated the effects and underlying pro…
When Do Teachers' Pleasant Expressions in Video Lectures Facilitate Learning? The Role of Emotional Learning Materials and Auditory Emotions
Visual and Cognitive Learning Processes (21 works) · Psychology (18 works) · Computer Science (14 works) · Innovative Teaching and Learning Methods (12 works) · Cognitive psychology (10 works) · Mathematics education (10 works) · Cognition (7 works) · Multimedia (7 works) · Vocabulary (6 works) · Artificial Intelligence (5 works)