The instructor presence effect and its moderators in instructional video: A series of meta-analyses

Beege, Maik; Schroeder, Noah L.; Heidig, Steffi; Rey, Günter Daniel; Schneider, Sascha

doi:10.1016/j.edurev.2023.100564

Educational Research Review

2023

DOI: 10.1016/j.edurev.2023.100564

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The instructor presence effect and its moderators in instructional video: A series of meta-analyses

Maik Beege,

Noah L. Schroeder,

Steffi Heidig

et al.

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2024

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Cited by 10 publications

References 79 publications

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The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos

Wu,

Li,

Yang

et al. 2024

Applied Cognitive Psychology

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Technological advances in video‐based education practices have led to the creation of pedagogical agents (PA), and an important question now is how to optimize their visual presence. This study explored how different PA presence forms in instructional videos influence children's learning. Four videos were created, each featuring a different type of PA presence: continuous presence of a realistic or a virtual panda, alternative or interactive presence of human and panda PAs. In the experiment, 112 third‐grade students were randomly assigned to watch one of the videos. Results showed that the interactive presence video led to the highest scores in retention, transfer, learning motivation, social presence, and germane cognitive load. Social presence mediated the influence of interactive presence on retention, whereas social presence and germane cognitive load mediated the influence on transfer. The findings confirm and better clarify the benefits of introducing interactive PA presence design in children's video learning.

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The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos

Wu,

Li,

Yang

et al. 2024

Applied Cognitive Psychology

View full text Add to dashboard Cite

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Role of Gesturing Onscreen Instructors in Video Lectures: A Set of Three-level Meta-analyses on the Embodiment Effect

Li,

Kuang,

Leng

et al. 2024

Educ Psychol Rev

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Temporary instructor presence in lecture slides does not enhance online learning

Kühl,

Teske,

Merkt

et al. 2024

Education Tech Research Dev

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The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more active processing of the content, thereby fostering learning. These potential drawbacks and advantages of instructor presence might cancel each other out. We investigated whether the drawbacks can be diminished while maintaining the potential advantages, thereby improving learning with online lecture slides, when the instructor is only temporarily presented at slides where hardly any content is provided. In two experiments (N = 126; N = 219), participants were randomly assigned to one of three conditions (“temporarily present” vs. “permanently present” vs. “never present”). Learning outcomes of retention and transfer, as well as subjective measures of cognitive load and social presence served as dependent variables. Overall, the results of these experiments showed no differences for the assessed dependent variables. Thus, other than expected, this study did not support the new idea that temporary instructor presence might be especially beneficial in online learning. Nevertheless, it may be premature to reject the idea of temporary instructor presence; rather, it should be further researched.

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The instructor presence effect and its moderators in instructional video: A series of meta-analyses

Cited by 10 publications

References 79 publications

The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos

The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos

Role of Gesturing Onscreen Instructors in Video Lectures: A Set of Three-level Meta-analyses on the Embodiment Effect

Temporary instructor presence in lecture slides does not enhance online learning

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