Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Effects of instructor-present videos on learning, cognitive load, motivation, and social presence: A meta-analysis
Date
2022-11-01
Author
Alemdağ, Ecenaz
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
207
views
0
downloads
Cite This
Although instructional videos with on-screen instructors have become prevalent in various learning contexts, their effect has been questioned because of mixed findings in the literature. This meta-analysis study aimed to elucidate the overall effect of instructor-present videos on learning, cognitive load, motivation, and social presence and to indicate potential moderators. It analyzed 20 experimental studies where participants watched an instructional video with or without an on-screen instructor. According to the findings, the effects of instructor presence on learning and social presence were not statistically significant. However, instructor-present videos had a significant impact on increasing cognitive load and motivation. Furthermore, moderator analyses for knowledge acquisition outcome revealed (marginally) significant differences in effect sizes based on human embodiment and study setting, favoring instructional videos featuring only the instructor’s hand and being watched in laboratory settings. Based on these findings, the present study provides important directions for future research and practices.
Subject Keywords
Instructional video
,
Educational video
,
Instructor presence
,
Embodiment
,
Meta-analysis
,
MULTIMEDIA
,
ATTENTION
,
SPEAKERS
,
IMPACT
,
FACE
,
Educational video
,
Embodiment
,
Instructional video
,
Instructor presence
,
Meta-analysis
URI
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85131544054&origin=inward
https://hdl.handle.net/11511/101594
Journal
Education and Information Technologies
DOI
https://doi.org/10.1007/s10639-022-11154-w
Collections
Department of Computer Education and Instructional Technology, Article
Suggestions
OpenMETU
Core
Impact of constructivist learning process on preservice teacher education students' performance, retention, and attitudes
Akar, Hanife; Yıldırım, Ali; Department of Educational Sciences (2003)
The purpose of this study was to examine the impact of constructivist learning process on preservice teacher education students2 performance, retention, and attitudes in Classroom Management Course. In this study, an experimental design and a case study design were used together. The sample (n = 144) were third year preservice teachers at the Foreign Languages Education program at Middle East Technical University, Turkey. The experimental group (n = 76) was subjected to social constructivist learning proces...
Effects of the asynchronous web-based course: Preservice teachers' achievement, metacognition, and attitudes towards the course
Topcu, Abdullah; Ubuz, Behiye (2008-01-01)
This present study aimed to investigate the effects of the asynchronous web-based "General Teaching Methods" course conducted based on direct or indirect instructional methods on pre-service teachers' achievement, metacognition, and attitudes towards web-based course. Two groups, a total of 63 third grade elementary science and mathematics education pre-service teachers, attended to one of the aforementioned web-based courses. The results indicated that the group exposed to the web-based indirect instructio...
Effect of verbal feedback and self-evaluation on learning fundamental basketball skills
Müftüler, Mine; Kirazcı, Sadettin; Department of Physical Education and Sports (2005)
The study investigated the effects of verbal feedback in KP forms and self-evaluation on learning two fundamental basketball skills, dribbling and lay-up, which were novel to the participants (N = 75) who were 4th ا and 5th ا grade level students in a public elementary school. The students were assigned to one of four different treatment groups: (a) control group, (b) verbal feedback group (VF), (c) self-evaluation group (SE), and (d) self-evaluation + verbal feedback group (SE+VF). Students̕ performances o...
Öğretmen ve öğrenci merkezli öğretim ve izleyen öğretmenlik uygulamasının aday öğretmenlerin değer öncelikleri üzerine etkileri
İnce, Mustafa Levent; Ok, Ahmet (2003-01-01)
The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on students’ genetics understanding and self-regulated learning
Yılmaz, Diba; Öztekin, Ceren; Department of Educational Sciences (2007)
The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students’ understanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the qu...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. Alemdağ, “Effects of instructor-present videos on learning, cognitive load, motivation, and social presence: A meta-analysis,”
Education and Information Technologies
, vol. 27, no. 9, pp. 12713–12742, 2022, Accessed: 00, 2023. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85131544054&origin=inward.