个人信息简介

姓名：章仪

学历：博士

职称：讲师

邮箱：yizhan_g@bnu.edu.cn

研究方向：视频设计，学习策略设计，在线学习，同伴反馈

教育经历：

2017.09-2023.06 华中师范大学人工智能教育学部

2021.11-2022.11 University of Pittsburgh Learning Research & Development Center

2013.09-2017.06 华中师范大学教育信息技术学院

论文：

1.Zhang, Y*., Schunn, D. C. (2023). Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2023.102210

2.Zhang, Y., Xu, K., Pan, Y., Pi, Z.*, & Yang, J*. (2023). Effects of Segmentation and Drawing effects on video learning: A mediation analysis. Active Learning in Higher Education. https://doi.org/10.1177/14697874231180601

3.Zhang, Y., Yang, J.*, Dai, C., & Pi, Z*. (2024). Students’ strategy preference moderates effects of open or focused self-explanation prompts on learning from video lectures. Educational Technology & Society, 27(1), 84-99. https://doi.org/10.30191/ETS.202401_27(1).RP06

4.Zhang Y., Pi, Z.*, Chen, L., Zhang, X., & Yang, J*. (2021). Online peer assessment improves learners’ creativity: not only learners’ roles as an assessor or assessee, but also their behavioral sequence matter. Thinking Skills and Creativity, 42, 100950

5.Zhang Y., Xu, K., Pi, Z.*, & Yang, J*. (2022). Instructor’s position affects learning from video lectures in Chinese context: an eye-tracking study. Behaviour & Information Technology, 41(9), 1988-1997.

6.Zhang Y., Dai C., Pi Z.*, & Yang, J.* (2023). Pre-class teacher feedback in the flipped classroom: Cognitive or praise feedback is better than mitigating feedback. Innovations in Education and Teaching International, 60(3), 357–367.

7.Pi, Z.#, Zhang, Y.#, Zhou, W., Xu, K., Chen, Y., Yang, J.*, & Zhao, Q*. (2021). Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures. British Journal of Educational Technology, 52(2), 659-679.

8.Pi Z., Zhang Y.#, Shi, D., Guo, X., & Yang, J*. (2022). Is self-explanation better than explaining to a fictitious student when learning from video lectures? British Journal of Educational Technology, 53(6), 2012-2028.

9.Pi, Z., Zhang, Y.#, Xu, K., Yang, J.* (2023). Does an outline of contents promote learning from videos? A study on learning performance and engagement. Education and Information Technologies, 28(3), 3493-3511.

10.Chen, H., Zhang, Y., Chen, W., Yu, Q., & Yang, J*. (2023). Does an instructor’s positive emotion facilitate learning from video lectures across different levels of content difficulty. Educational Psychology. https://doi.org/10.1080/01443410.2023.2254526

11.Pi, Z., Yu, Q. Zhang, Y., Chen, H., Li, Y., & Yang, J*. (2023). Presenting Points or Rank: The impacts of Leaderboard Elements on English Vocabulary Learning Through Video Lectures. Journal of Computer Assist Learning. https://doi.org/10.1111/jcal.12871

12.Pi, Z., Zhang, Y., Yu, Q. & Yang, J*. (2023). A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures. International Journal of Educational Technology in Higher Education, 20, 47. https://doi.org/10.1186/s41239-023-00418-1

13.Pi, Z., Zhang, Y., Qi, Y., & Yang, J*. (2023). Difficulty level moderates the effects of another's presence as spectator or co-actor on learning from video lectures. Educational Technology Research and Development https://doi.org/10.1007/s11423-023-10256-7.

14.Yang, J., Liu, C., Zhang, Y., Yu, Q., & Pi, Z* .(2023). The teacher’s eye gaze in university classrooms: Evidence from a field study. Innovations in Education and Teaching International, 60(1), 4-14.

15.Yang, J., Wu, C., Liu, C., Zhang, Y., & Pi, Z*. (2022). Personalization and pauses in speech: Children’s learning performance via instructional videos. Current Psychology, 1-11.

16. Yang, J., Zhang, Y., Pi, Z.*, Xie, Y*. (2021). Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures. Learning and Individual Differences, 91, 102055. https://doi.org/10.1016/j.lindif.2021.102055 (JCR: Q1; IF: 3.897).

17. Pi, Z., Zhu, F., Zhang, Y., Chen, L., & Yang, J. (2022). Complexity of visual learning material moderates the effects of instructor's beat gestures and head nods in video lectures. Learning and Instruction, 77, 101520.

18.Pi, Z., Zhu, F., Zhang, Y., Yang, J. (2021). An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence. Language Teaching Research. https://doi.org/10.1177/13621688211039023

19. Pi, Z., Zhang, Y., Yu, Q., Zhang, Y., Yang, J., & Zhao, Q. (2022). Neural oscillations and learning performance vary with an instructor's gestures and visual materials in video lectures. British Journal of Educational Technology, 53(1), 93-113.

20.Pi, Z., Zhang, Y., Zhu, F., Chen, L., Guo, X., & Yang, J*. (2021). The mutual influence of an instructor’s eye gaze and facial expression in video lectures. Interactive Learning Environments, DOI: 10.1080/10494820.2021.1940213

21.Pi, Z., Zhang, Y., Zhu, F., Xu, K., & Yang, J.*, Hu, W*. (2019). Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128, 345-352.

22.Pi, Z., Zhang, Y., Yang, J.*, Hu, W.*, & Yang, H. (2019). All roads lead to Rome: Instructors’ pointing and depictive gestures in video lectures promote learning through different patterns of attention allocation. The Journal of Nonverbal Behavior, 43(4), 549–559.

23.Pi, Z., Zhang, Y., Liu, C., Zhou, W., & Yang, J*. (2023). Generative learning supports learning from video lectures: evidence from an EEG study. Instructional Science, 51, 231–249.

24.杨九民, 章仪, 杨荣华, 皮忠玲*. (2023). 想象策略能促进多媒体的学习么？元分析的视角. 心理科学进展. (CSSCI)

25.杨九民, 章仪, 徐珂, 皮忠玲*. (2021). 学习策略对视频学习的影响：想象、绘图和自我解释策略. 电化教育研究, 42(10), 40-47. (CSSCI)

26.杨九民, 章仪, 李丽, 皮忠玲*. (2019). 教师引导行为与学习者先前知识水平对视频学习的交互影响. 中国电化教育, (7), 74-81. (CSSC)

27.杨九民, 皮忠玲, 章仪, 徐珂, 喻邱晨, 黄勃*. (2020). 教学视频中教师目光作用：基于眼动的证据. 中国电化教育, (9), 22-29. (CSSCI)

28.皮忠玲, 章仪, 杨九民*. (2019). 教师手势对视频学习的影响及其认知神经机制. 中国电化教育, (4), 103-129. (CSSCI)

论文审稿人

Computers & Education/ Education and Information Technologies/ Frontiers in Psychology/ Interactive Learning Environment

获奖经历

2021.09 第六届全国教育科学优秀成果奖二等奖（2/4）

2021.09 陕西省高等学校人文社会科学优秀成果奖二等奖（2/6）

参与项目:

1.2021年至今，参与国家自然科学基金面上项目“生成性学习策略影响视频学习的认知神经机制及智能干预研究”（编号：62177027），核心参与人，在研；

2.2018年2023，参与国家自然科学基金资助面上项目“社会性交互对视频课程教与学影响的认知神经机制与应用研究”（编号：61877024），核心参与人，结项；