The
current
study
examined
the
interaction
effect
of
number
models
in
videos
and
viewing
type
on
acquisition
a
Tabata
skill,
four-minute
high-intensity
interval
training.
We
randomly
recruited
316
Chinese
undergraduate
students
(162
females
154
males).
They
viewed
either
one
model
presentation
or
six
under
(viewing
alone
vs.
pairs).
found
that
for
learners
who
alone,
those
learning
from
video
with
perceived
higher
levels
social
presence,
parasocial
interaction,
partnership
models,
motivation,
satisfaction,
attention
than
model.
findings
have
some
implications
design
presentations
to
teach
motor
skills:
teachers
are
encouraged
effective
via
presenting
create
co-viewing
contexts
enhance
experience
outcomes.
British Journal of Educational Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 28, 2024
Abstract
Generative
AI
(GAI)
and
AI‐generated
content
(AIGC)
have
been
increasingly
involved
in
our
work
daily
life,
providing
a
new
learning
experience
for
students.
This
study
examines
whether
instructional
videos
(AIIV)
can
facilitate
as
effectively
traditional
recorded
(RV).
We
propose
an
video
generation
pipeline
that
includes
customized
GPT
(Generative
Pre‐trained
Transformer),
text‐to‐speech
lip
synthesis
techniques
to
generate
from
slides
clip
or
photo
of
human
instructor.
Seventy‐six
students
were
randomly
assigned
learn
English
words
using
either
AIIV
RV,
with
performance
assessed
by
retention,
transfer
subjective
measures
cognitive,
emotional,
motivational
social
perspectives.
The
findings
indicate
the
group
performed
well
RV
facilitating
learning,
showing
higher
retention
but
no
significant
differences
transfer.
was
found
offer
stronger
sense
presence.
Although
other
similar
between
two
groups,
perceived
slightly
less
favourable.
However,
still
be
moderately
highly
attractive,
addressing
concerns
related
uncanny
valley
effect.
research
demonstrates
AIGC
effective
tool
offering
valuable
implications
use
GAI
educational
settings.
Practitioner
notes
What
is
already
known
about
this
topic
Instructional
videos,
especially
those
featuring
teacher's
presence,
widely
used
second
language
learning.
Producing
costly
burdensome.
has
great
potential
generating
content.
paper
adds
An
(including
generated
lecture
text,
voice
appearance)
demonstrated
greater
improvement
students'
word
than
video.
Students
satisfaction,
motivation,
trust,
cognitive
load,
emotions
parasocial
interaction
dimensions,
although
reported
lower
values.
Despite
eliciting
significantly
value
presence
video,
it
led
reduction
load
better
performance.
Implications
practice
and/or
policy
recommend
both
physical
online
classes
its
positive
effects
on
achievement
experience.
equivalence
principle
content,
highlighting
appearance,
text
current
technology
reached
certain
level
quality.
The International Review of Research in Open and Distributed Learning,
Год журнала:
2024,
Номер
25(3), С. 350 - 369
Опубликована: Авг. 26, 2024
Via
AI
video
generators,
it
is
possible
to
create
educational
videos
with
humanistic
instructors
by
simply
providing
a
script.
The
characteristics
of
types
and
features
in
impact
engagement
and,
consequently,
performance.
This
study
aimed
compare
the
human
AI-generated
lectures
on
academic
Additionally,
examine
students’
opinions
both
videos.
Convergent-parallel
approach
mixed
method
was
used
this
study.
A
total
108
undergraduate
students
participated:
48
experimental
group,
52
control
eight
focus
group.
While
group
(AI-generated
instructor)
(human
watched
10
minutes
two
each
weeks,
instructors.
Data
were
collected
through
Video
Engagement
Scale
(VES)
after
process,
Academic
Performance
Test
as
pretest
posttest
administered
groups.
findings
part
revealed
that
learners’
higher
course
instructor
compared
instructor.
However,
type
did
not
have
significant
effect
results
based
qualitative
showed
thought
caused
distraction,
discomfort,
disconnectedness.
when
lesson
topic
interesting
or
focused
intention
learning,
these
feelings
could
be
ignored.
In
conclusion,
even
today’s
conditions,
there
no
difference
performance
between
As
technology
continues
develop,
expected
disappear,
effectively
lectures.
Applied Cognitive Psychology,
Год журнала:
2024,
Номер
38(5)
Опубликована: Сен. 1, 2024
ABSTRACT
Technological
advances
in
video‐based
education
practices
have
led
to
the
creation
of
pedagogical
agents
(PA),
and
an
important
question
now
is
how
optimize
their
visual
presence.
This
study
explored
different
PA
presence
forms
instructional
videos
influence
children's
learning.
Four
were
created,
each
featuring
a
type
presence:
continuous
realistic
or
virtual
panda,
alternative
interactive
human
panda
PAs.
In
experiment,
112
third‐grade
students
randomly
assigned
watch
one
videos.
Results
showed
that
video
highest
scores
retention,
transfer,
learning
motivation,
social
presence,
germane
cognitive
load.
Social
mediated
on
whereas
load
transfer.
The
findings
confirm
better
clarify
benefits
introducing
design
Journal of Computer Assisted Learning,
Год журнала:
2025,
Номер
41(1)
Опубликована: Янв. 23, 2025
ABSTRACT
Background
Video
conferencing
technology
has
moved
online
education
into
a
new
stage
of
real‐time
video
interaction.
However,
shortcomings
such
as
students'
lack
concentration
and
substantive
engagement
during
greatly
limit
the
improvement
learning
effectiveness.
According
to
social
presence
theory
community
inquiry
model,
on‐camera
instructors
students
may
effectively
enhance
outcomes
in
conferencing.
Objective
The
effects
instructors'
on
presence,
satisfaction
performance
were
investigated.
Methods
We
selected
244
university
participants
employed
between‐subject
experimental
design
with
two
levels
camera
(on/off)
(on/off).
Results
Conclusions
(1)
Learning
was
better
when
turned
their
cameras
compared
they
did
not.
(2)
level
higher
than
interaction
effect
between
use
significant,
indicating
that
off
cameras,
themselves
not
significantly
impact
presence.
(3)
under
condition
where
them
off.
It
is
recommended
appear
conferencing,
this
can
increase
satisfaction,
ultimately
improving
performance.
Applied Cognitive Psychology,
Год журнала:
2025,
Номер
39(2)
Опубликована: Фев. 25, 2025
ABSTRACT
COVID‐19
greatly
increased
the
online
delivery
of
higher
education.
But
one
limitation
learning
is
that
students
often
struggle
to
stay
engaged
while
watching
lectures.
We
examined
whether
including
an
instructor's
face
in
lecture
videos
(instructor
visibility)
enhances
student
engagement
or
learning.
In
two
preregistered
experiments,
we
found
instructor
visibility
did
not
affect
either
overall.
However,
participants
reported
when
they
watched
a
video
aligned
with
their
preference
for
visibility.
For
example,
who
favored
visible
greater
such
compared
those
without
instructor,
and
vice
versa.
Additionally,
effects
playback
speed
on
Our
results
suggest
speeded
playing
impact
but
resulted
better
efficiency.
Lastly,
using
GPT,
explored
participants'
open‐ended
responses
understand
