Cargando…
Instructors’ presence in instructional videos: A systematic review
The discussion about how to present instructors in instructional videos has become a hot topic in recent years. This systematic review explores how the instructors’ presence affects affective, cognitive, and social aspects of learning in different conditions and with different video types. The revie...
Autor principal: | |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9786415/ https://www.ncbi.nlm.nih.gov/pubmed/36589519 http://dx.doi.org/10.1007/s10639-022-11532-4 |
_version_ | 1784858284160712704 |
---|---|
author | Polat, Hamza |
author_facet | Polat, Hamza |
author_sort | Polat, Hamza |
collection | PubMed |
description | The discussion about how to present instructors in instructional videos has become a hot topic in recent years. This systematic review explores how the instructors’ presence affects affective, cognitive, and social aspects of learning in different conditions and with different video types. The review analyses 41 empirical studies indexed in Web of Science, ERIC, Scopus, and Education Source research databases from 2014 to 2022. The results indicated that (i) many instructor-present videos were in picture-in-picture format and included direct gaze as a social cue, (ii) learners had positive feelings for instructor-present videos, (iii) the on-screen instructor could not be beneficial for gathering positive learning outcomes, but social and attentional cues provided by the on-screen instructor could foster learning, and (iv) findings regarding the social aspect of learning were inconclusive. This study also emphasizes the need for further studies to clearly explore the role of the instructor in different learning conditions. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-022-11532-4. |
format | Online Article Text |
id | pubmed-9786415 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-97864152022-12-27 Instructors’ presence in instructional videos: A systematic review Polat, Hamza Educ Inf Technol (Dordr) Article The discussion about how to present instructors in instructional videos has become a hot topic in recent years. This systematic review explores how the instructors’ presence affects affective, cognitive, and social aspects of learning in different conditions and with different video types. The review analyses 41 empirical studies indexed in Web of Science, ERIC, Scopus, and Education Source research databases from 2014 to 2022. The results indicated that (i) many instructor-present videos were in picture-in-picture format and included direct gaze as a social cue, (ii) learners had positive feelings for instructor-present videos, (iii) the on-screen instructor could not be beneficial for gathering positive learning outcomes, but social and attentional cues provided by the on-screen instructor could foster learning, and (iv) findings regarding the social aspect of learning were inconclusive. This study also emphasizes the need for further studies to clearly explore the role of the instructor in different learning conditions. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-022-11532-4. Springer US 2022-12-23 /pmc/articles/PMC9786415/ /pubmed/36589519 http://dx.doi.org/10.1007/s10639-022-11532-4 Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Polat, Hamza Instructors’ presence in instructional videos: A systematic review |
title | Instructors’ presence in instructional videos: A systematic review |
title_full | Instructors’ presence in instructional videos: A systematic review |
title_fullStr | Instructors’ presence in instructional videos: A systematic review |
title_full_unstemmed | Instructors’ presence in instructional videos: A systematic review |
title_short | Instructors’ presence in instructional videos: A systematic review |
title_sort | instructors’ presence in instructional videos: a systematic review |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9786415/ https://www.ncbi.nlm.nih.gov/pubmed/36589519 http://dx.doi.org/10.1007/s10639-022-11532-4 |
work_keys_str_mv | AT polathamza instructorspresenceininstructionalvideosasystematicreview |