Educational Research Review,
Journal Year:
2023,
Volume and Issue:
41, P. 100564 - 100564
Published: Nov. 1, 2023
Researchers
disagree
on
the
extent
to
which
social
cues
in
instructional
videos
influence
learning
and
learning-relevant
outcomes
processes.
The
instructor
presence
effect
states
that
visible
instructors
lead
increased
higher
scores
subjective
ratings
like
motivation,
presence,
or
affect,
but
do
not
improve
outcomes.
In
contrast,
Cognitive-Affective-Social
Theory
of
Learning
digital
Environments
outlines
how
only
enhance
social,
emotional,
motivational
processes,
they
also
potentially
promote
We
conducted
a
series
meta-analyses
explore
effects
retention,
transfer,
cognitive
load,
visual
dwell
time.
include
35
studies,
contained
46
pair-wise
comparisons
6339
participants.
Results
revealed
small,
statistically
significant
positive
including
retention
outcomes,
no
transfer
performance.
A
significantly
enhanced
affective,
ratings.
Furthermore,
we
found
reduced
time
relevant
material
perception
extraneous
load.
Significant
moderator
could
be
regarding
prior
knowledge,
domain
as
well
size
instructor.
Technology Pedagogy and Education,
Journal Year:
2021,
Volume and Issue:
30(4), P. 543 - 556
Published: June 7, 2021
This
study
examines
the
effects
of
instructor
presence
and
online
learning
self-efficacy
on
satisfaction,
how
effect
social
may
depend
content
structure.
In
this
study,
undergraduate
students
in
Singapore
rated
their
self-efficacy.
Then
they
satisfaction
after
watching
each
four
video
lectures
a
2
(low
versus
high
presence)
×
structure)
repeated
measures
experiment.
Findings
show
that
is
related
to
stronger
for
unstructured
than
structured
content.
contributes
research
pedagogy
by
clarifying
when
enhances
outcomes.
Although
most
kinds
instruction
can
benefit
from
higher
levels
presence,
there
greatest
content,
where
teaching
involve
more
interpretive
process.
Educational Research Review,
Journal Year:
2023,
Volume and Issue:
41, P. 100564 - 100564
Published: Nov. 1, 2023
Researchers
disagree
on
the
extent
to
which
social
cues
in
instructional
videos
influence
learning
and
learning-relevant
outcomes
processes.
The
instructor
presence
effect
states
that
visible
instructors
lead
increased
higher
scores
subjective
ratings
like
motivation,
presence,
or
affect,
but
do
not
improve
outcomes.
In
contrast,
Cognitive-Affective-Social
Theory
of
Learning
digital
Environments
outlines
how
only
enhance
social,
emotional,
motivational
processes,
they
also
potentially
promote
We
conducted
a
series
meta-analyses
explore
effects
retention,
transfer,
cognitive
load,
visual
dwell
time.
include
35
studies,
contained
46
pair-wise
comparisons
6339
participants.
Results
revealed
small,
statistically
significant
positive
including
retention
outcomes,
no
transfer
performance.
A
significantly
enhanced
affective,
ratings.
Furthermore,
we
found
reduced
time
relevant
material
perception
extraneous
load.
Significant
moderator
could
be
regarding
prior
knowledge,
domain
as
well
size
instructor.
