目的 通过眼动追踪技术对两种不同组织方式的医学在线教学视频的学习体验进行分析,为医学在线课程视频的设计提供参考。方法 2021年12月,以某医学院校2019级五年制临床医学专业34名本科生为研究对象,通过抽签法将其均分为课堂实录组和教师融合组。课堂实录组教学采用课堂实景组织方式设计的视频;教师融合组教学采用虚拟场景组织方式设计的视频。通过眼动指标、测验成绩、认知负荷测验比较两组学生的在线学习体验。通过独立样本t检验分析相关数据。结果 课堂实录组学生和教师融合组学生的注视类眼动指标比较,兴趣区注视时间[(57.65±43.74)分比(81.39±43.49)分,P=0.047]、兴趣区注视次数[(159.00±38.10)分比(90.89±44.48)分,P=0.006]、兴趣区平均注视时间[(17.26±4.18)分比(28.65±8.95)分,P<0.001]等均小于教师融合组学生。课堂实录组学生的理论知识测验成绩[(5.92±1.16)分比(6.92±1.04)分,P=0.012]及认知负荷测验结果[(13.47±0.94)分比(15.76±0.97)分,P<0.001]均低于教师融合组学生,但实操测验成绩高于教师融合组[(7.06±1.56)分比(5.85±1.56)分,P=0.031]。结论 学生对不同组织方式在线视频的学习体验不同,在线教学视频的组织方式应切合课程类型并与教学内容特征相适应。

Objective To analyze the learning experience of two kinds of medical online teaching videos with different organization modes by eye tracking technology, and to provide reference for the design of medical online teaching videos. Methods In December 2021, thirty-four undergraduate students majoring in five-year clinical medicine enrolled in 2019 in a medical university were selected as the research participants. They were divided into classroom record group and teacher integration group by drawing lots. The classroom recording group used video designed by the way of classroom real scene organization; the teacher integration group used video designed by virtual scene organization. Eye movement index, test scores and cognitive load test were used to compare the effect of online learning experience between the two groups. Independent sample t test was used to analyze relevant data. Results The gaze eye movement index of the students in the classroom recording group and the teacher integration group was compared: fixation time ofregion of interest (ROI) [(57.65±43.74) vs. (81.39±43.49), P=0.047], fixation times of ROI [(159.00±38.10) vs. (90.89±44.48), P=0.006], and average fixation time of ROI [(17.26±4.18) vs. 28.65±8.95), P<0.001] were lower than those in the teacher integration group, and the differences were statistically significant. The scores of theoretical knowledge test [(5.92±1.16) vs. (6.92±1.04), P=0.012] and cognitive load test [(13.47±0.94) vs. (15.76±0.97), P<0.001] of students in the classroom record group were lower than those in the teacher integration group. However, the scores of practical operation test were higher than those of teacher integration group [(7.06±1.56) vs. (5.85±1.56), P=0.031], and the differences were statistically significant. Conclusions Students have different learning experience for online video from different organization modes. The organization mode of online teaching videos should adapt to the characteristics of the teaching content and adapt to the type of courses.