Abstract
Previous research studies have demonstrated the influence of different user interface designs on student learning. This paper aims to examine the effect of different lecture video types on student learning using the eye-tracking and electroencephalography (EEG) techniques jointly. A two-factor experimental study was conducted on 62 undergraduate students who were randomly assigned to two groups, one of which used lecture video without teacher presence (Group 1, N = 31) and the other used lecture video with teacher presence (Group 2, N = 31). A survey was also conducted on both groups of students to collect data on their cognitive load and perceived satisfaction towards the lecture videos. The results of eye-tracking and EEG data indicate that teacher presence influences learners’ concentration and attention towards lecture video learning. Moreover, the learners’ perceived satisfaction are also related to students’ learning. Results of this study could provide future directions for studies on massively open online courses (MOOCs) and insights for MOOCs designers and educators to improve student learning with online courses.
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