“Seeing and Being Seen” or Just “Seeing” in a Smart Classroom Context When Videoconferencing: A User Experience-Based Qualitative Research on the Use of Cameras

Abstract

This research examines the form in which undergraduates use video cameras during videoconferencing class sessions in a Smart Classroom context and, more specifically, the reasons why a considerable number of students opt to turn off their cameras when videoconferencing during the sessions while others keep them on. The study was carried out in an institution that had previously switched from face-to-face teaching to an Emergency Remote Teaching solution, initially adopted in 2019–2020 to cope with the COVID-19 pandemic restrictions. Findings suggest that using cameras when videoconferencing is associated with increasing and enhancing the interaction between the student and the rest of the class, although not all students agreed with this conclusion. In addition, having the video cameras switched fomented socialization and improved the overall online learning experience for students. However, the surveyed students pointed out diverse negative elements, such as why they had to turn on their personal cameras, privacy concerns, and limitations derived from the available technology infrastructure, in addition to other factors such as distractions, anxiety, and cognitive load. This work discusses how these elements can influence the well-being and the user experience of the students, both positively and negatively.

Digital transformation in higher education: A qualitative evaluative study of a hybrid virtual format using a smart classroom system

“…Several research studies to assess and adjust practices carried out in diverse educational settings have taken advantage of the UX approach, collecting opinions from students or instructors through specific UX tools [ 11 , 57 , [79] , [80] , [81] ]. The BLA tool can be used to collect user perceptions once they have experienced a product or a service, and in this case it has been used to gather student's feedback about different educational experiences [ 11 , 33 , 57 , 82 ].…”

“…However, the use of ICTs also present diverse threats and challenges [ 13 ], such as the use of private data [ 24 ] or cybersecurity issues [ 25 ]. Specifically, when referring to education, as shown in diverse research works, certain aspects of learning may become an issue, such as, wellbeing [ 26 , 27 ], motivation and interaction levels [ 19 , 28 , 29 ], readiness for digital learning [ 30 ], connectivity issues and hardware and software problems [ 22 , [31] , [32] , [33] ], or privacy and security issues [ 34 ].…”

“…From diverse previous studies [ 11 , 33 , 57 ], we had information on student perceptions on their experience of the SC system, in relation to diverse academic activities carried out on different academic programs.…”

“…To do that, the pocket Bipolar Laddering tool was selected, since it facilitates the spontaneous opinions of the users, minimizing possible biases derived from the questions (as explained in section 2.2 ). While this choice provided us with insights into the perceptions of students and instructors in an open way, we also wanted to know their opinion on aspects that had appeared relevant in our previous research work on videoconferencing [ 33 ]. Therefore, four open-ended questions were added to the questionnaire.…”

Teenagers and Videoconference Fatigue: A Preliminary Analysis from an Affordance‐based Approach

“…It is essential to continue to address VCF and improve remote communication effectiveness while minimising the negative impacts of VC. Specifically, studies highlighted that VCF affects students’ well‐being (Okabe‐Miyamoto et al, 2022; Petchamé et al, 2022). Notably, these studies focused mainly on university students (de Oliveira Kubrusly Sobral et al, 2022; Massner, 2021; Moralista et al, 2022), and research on younger students (especially teenagers) is urgently needed.…”