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<p>With the increasing prevalence of online video learning, teacher presentation formats and generative learning strategies have been widely adopted to enhance learners’ cognitive engagement. However, how these two factors interact to influence learning outcomes and attentional allocation remains unclear. To address this issue, the present study employed a 2 × 2 between-subjects experimental design with 100 undergraduate students, examining the effects of teacher presentation format (intermittent vs. simultaneous) and learning strategy (self-explanation vs. video rewatching). Eye-tracking technology was used to capture attentional engagement, and learning outcomes were assessed using retention and transfer tests. Data were analyzed using two-way ANOVA and simple effects analyses. The results showed that intermittent teacher presentation and self-explanation significantly enhanced knowledge transfer and attentional investment, with a significant interaction effect indicating the greatest benefits when these two factors were combined. In contrast, no significant differences were observed in retention performance, intrinsic motivation, emotional states, or most dimensions of cognitive load. These findings suggest that aligning teacher presentation formats with appropriate generative learning strategies can effectively promote deep processing in video-based learning and inform the design of instructional videos in online learning environments.</p>

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Synergistic effects of teachers’ interspersed presentation and self-explanatory strategies in video learning: evidence based on eye movements

  • 期刊论文

  • 发表日期：

    2026年6月25日

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  • Guohua Wang,
  • Jiawen Liu

摘要

With the increasing prevalence of online video learning, teacher presentation formats and generative learning strategies have been widely adopted to enhance learners’ cognitive engagement. However, how these two factors interact to influence learning outcomes and attentional allocation remains unclear. To address this issue, the present study employed a 2 × 2 between-subjects experimental design with 100 undergraduate students, examining the effects of teacher presentation format (intermittent vs. simultaneous) and learning strategy (self-explanation vs. video rewatching). Eye-tracking technology was used to capture attentional engagement, and learning outcomes were assessed using retention and transfer tests. Data were analyzed using two-way ANOVA and simple effects analyses. The results showed that intermittent teacher presentation and self-explanation significantly enhanced knowledge transfer and attentional investment, with a significant interaction effect indicating the greatest benefits when these two factors were combined. In contrast, no significant differences were observed in retention performance, intrinsic motivation, emotional states, or most dimensions of cognitive load. These findings suggest that aligning teacher presentation formats with appropriate generative learning strategies can effectively promote deep processing in video-based learning and inform the design of instructional videos in online learning environments.