Instructor Presence in Video Lectures: Preliminary Findings From an Online Experiment

Motivation. Despite the widespread use of video lectures in online and blended learning environments, there is still debate whether presence an instructor helps or hinders learning. According to social agency theory , seeing makes learners believe that s/he personally teaching them, which leads deeper cognitive processing and, turn, better outcomes. Conversely, according xmlns:xlink="http://www.w3.org/1999/xlink">cognitive load adding image may hinder attention engagement with lecture content due split-attention effect. Not only are theoretical propositions conflicting, but so empirical evidence as well. Objective. This study investigates effects instructor’s face corner educational on outcomes, perceived load, social context foreign language vocabulary Method. In quasi-controlled experiment between-subject design, 112 participants were randomly assigned view a 10-min-long one two conditions: instructor-present instructor-absent. As for latter condition, was shown at introduction presentation. Afterwards, completed retention test well questionnaire. Results. No significant differences found any dependent variable. Conclusion. Individuals differ much their aptitude motivation perform random assignment probably not enough ensure balanced groups this particular context. Besides, approach we used measure suited even though it previously such settings.