Co-viewing video lectures, where students watch lectures simultaneously with one or more remote peers and engage in interpersonal communication on learning tasks online, is becoming increasingly popular. However, there is a dearth of studies examining students' behavioral and cognitive patterns during the co-viewing process. This study employed eye-tracking and screen recording methods to examine undergraduate students' learning processes in co-viewing video lectures. It specifically focused on how students used video lectures and engaged in discussions to complete a design task. Lag sequential analysis of learning behaviors revealed that, compared to low-performers, high-performers were more engaged in behavioral sequences involving clarifying learning tasks. Furthermore, epistemic network analysis of conversations revealed that high-performers demonstrated stronger connections between deep-level knowledge and a high level of uptake in design skills. In contrast, low-performers exhibited more connections between superficial-level knowledge and a low level of uptake in these skills. The findings suggest that in co-viewing video lectures, it's crucial to engage students in clarifying behavioral sequences. Furthermore, the co-occurrence of deep-level knowledge, design skills, and a high level of uptake in shared ideas significantly enhances learning. Our research on learning processes suggests important strategies for students during co-viewing of video lectures: teachers are encouraged to design effective interactive activities and create suitable support interventions to enhance student learning performance in video lectures.

中文翻译：

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调查高绩效者和低绩效者在共同观看视频讲座中的行为和认知模式


共同观看视频讲座，即学生与一个或多个远程同伴同时观看讲座，并就在线学习任务进行人际交流，正变得越来越流行。然而，缺乏研究学生在共同观看过程中的行为和认知模式。本研究采用眼动追踪和屏幕录制方法来检查本科生共同观看视频讲座的学习过程。它特别关注学生如何使用视频讲座并参与讨论来完成设计任务。学习行为的滞后序列分析表明，与低绩效者相比，高绩效者更多地参与涉及澄清学习任务的行为序列。此外，对对话的认知网络分析表明，高绩效者在深层知识和高水平的设计技能吸收之间表现出更强的联系。相比之下，表现不佳的人表现出更多的肤浅知识和对这些技能的低水平吸收之间的联系。研究结果表明，在共同观看视频讲座时，让学生明确行为顺序至关重要。此外，深层知识、设计技能和对共享想法的高度吸收的同时出现可以显着增强学习效果。我们对学习过程的研究为学生在共同观看视频讲座期间提出了重要的策略：鼓励教师设计有效的互动活动并制定适当的支持干预措施，以提高学生在视频讲座中的学习表现。