Would It Be Better if Instructors Technically Adjust Their Image or Voice in Online Courses? Impact of the Way of Instructor Presence on Online Learning

Yuan, Mingze; Zeng, Jialing; Wang, Aihua; Shang, Junjie

doi:10.3389/fpsyg.2021.746857

Cited by 18 publications

(3 citation statements)

References 50 publications

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“…Student satisfaction toward technology-based STEM education strongly relates to their learning outcomes. Therefore, various studies examine the factors affecting student satisfaction [14,68,69].…”

Section: Satisfaction Toward Stem Educationmentioning

confidence: 99%

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

et al. 2022

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Learning satisfaction has a relationship with student outcomes. Furthermore, this has prompted many governments to increasingly implement STEM education-based learning. Many studies have examined the improvement of STEM education by teachers. However, the studies have not analyzed STEM education’s effect on students’ learning satisfaction. Extending the planned behavior theory, this study aimed to predict high school students’ learning satisfaction with STEM education. The questionnaire developed from the TPB model was filled out by 174 high school students in Indonesia. Furthermore, AMOS and SPSS 23 software were used for structural equation model analysis. The results showed that seven of twelve hypotheses were supported. Subjective norm and playfulness factors of STEM education positively relate to students’ attitudes toward STEM education. Attitude is the most important factor influencing student satisfaction and acceptance toward STEM education. Therefore, this study provides a theoretical and practical contribution to improving learning satisfaction in technology-based STEM education.

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Section: Satisfaction Toward Stem Educationmentioning

confidence: 99%

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

et al. 2022

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“…The data-driven approach was mainly used in the coding. However, in the naming of some design codes and themes, embodiment principles regarding the effective design of instructional videos (Mayer, 2021;Mayer et al, 2020), gesture classifications (McNeill, 1992), dimensions of instructor presence in video courses (Yuan et al, 2021), and design factors of pedagogical agents (Heidig & Clarebout, 2011) were considered to provide themes consistent with the available terms in the literature. Fourth, themes, codes, and related studies were examined together to evaluate their congruity.…”

Section: Collating Summarizing and Reporting The Resultsmentioning

confidence: 99%

A scoping review of the literature on embodied instructional videos

Alemdağ¹

2022

RPTEL

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Although it is prevalent to use embodied modes of information (e.g., instructors’ movements and gestures) in instructional videos, there is a lack of comprehensive review elucidating how this type of information is designed and investigated in research studies. This scoping review of the literature examined 55 empirical research articles with 71 separate studies regarding embodied instructional videos to reveal their characteristics and design factors and provide key findings regarding their effects. The results revealed that most videos included slides for the lecture and demonstration of science subjects. The following design factors were determined in embodied instructional videos: instructor demeanor, instructor visual presence, generative activities, learner characteristics, content, instructional media, and scene. The findings regarding their influence on learning supported existing embodiment principles. They also uncovered the contributing or moderating effect of instructors’ deictic gestures, facial expressions, and intimate behaviors, students’ prior knowledge and actions during learning, and the complexity of the video subject. Overall, this review provides helpful information for practitioners based on empirical evidence and indicates research gaps in the literature on embodied instructional videos.

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“…Learning topics and forums integrated with confusing information could foster online learners' curiosity, improving learners' performance in online learning (Liu et al, 2022). Videos with good instructor images could trigger learners' positive emotions and in turn help improve their satisfaction with online learning (Yuan et al, 2021).…”

Section: Teaching Interventionsmentioning

confidence: 99%

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Yu²

2022

Front. Psychol.

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Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

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Would It Be Better if Instructors Technically Adjust Their Image or Voice in Online Courses? Impact of the Way of Instructor Presence on Online Learning

Cited by 18 publications

References 50 publications

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

A scoping review of the literature on embodied instructional videos

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

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