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学习者选择性注意力与任务难度调节教师位置效应——基于在线学习的行为与眼动证据

How Selective Attention and Task Difficulty Moderate the Teacher Position Effect —Behavioral and Eye Tracking Evidence from Online Learning

闵成, 韩海宾

Psychology of China / 2026,8(5): 772-779 / 2026-06-02 17 13

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• Information:

  河北师范大学心理学系，石家庄

• Keywords:
  Instructor position; Selective attention; Task difficulty; Eye tracking; Online learning
  教师位置; 选择性注意力; 任务难度; 眼动; 在线学习
• Abstract: The effect of teacher position in online video is moderated by learners’ selective attention and task difficulty. Individuals with high selective attention exhibit strong cognitive resilience; through high-frequency eye-movement switching, their learning outcomes remain unaffected by the teacher’s spatial position. In contrast, individuals with low selective attention demonstrate significant task dependency. In simple tasks, a centered teacher image serves as a highly salient visual cue that enhances academic performance through social arousal effects. However, in difficult tasks, a centered layout triggers competition for visual resources. Eye-tracking results further reveal that a centered teacher captures more attention, whereas side layouts—particularly on the right—are more effective at guiding attention back to the core text area. Therefore, online instructional design should move beyond fixed layouts and implement dynamic positioning based on task difficulty and learner traits to optimize educational outcomes. 在线视频教学中教师位置的效应受到学习者选择注意力和任务难度的调节。高选择注意力个体具备较强的认知韧性，通过视线高频切换的方式，其学习效果不受教师空间位置影响。低选择注意力个体则表现出显著的任务依赖性：在简单任务中，居中的教师画面作为强视觉显著线索能通过社会唤醒效应提升学习成绩；但在困难任务中，居中布局则引发视觉资源竞争，将教师位置移至两侧才能增加学习者的效能感与满意度。眼动结果同样发现教师居中能够捕获更多注意力，而侧位布局，尤其是右侧，更有利于引导注意力向核心文本区回归。因此，在线教学设计应打破固定排版模式，根据任务难度与学习者特质实施动态布局来优化教学效果。
• DOI: 10.35534/pc.0805115 (registering DOI)
• Cite: 闵成, 韩海宾. (2026). 学习者选择性注意力与任务难度调节教师位置效应——基于在线学习的行为与眼动证据. 中国心理学前沿, 8 (5), 772-779.