A Systematic review of instructor presence in instructional videos: Effects on learning and affect
In recent years the use of instructional videos with on-screen instructors has gained global popularity in college classrooms and across private industries. However, it is not clear if including the instructor on-screen in an instructional video provides any benefit to learners, and the research in...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Elsevier
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/8153054b2828456987b7c3be15d2895d |
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| Sumario: | In recent years the use of instructional videos with on-screen instructors has gained global popularity in college classrooms and across private industries. However, it is not clear if including the instructor on-screen in an instructional video provides any benefit to learners, and the research in the area has not been synthesized. We conducted a systematic review to examine the impact of an on-screen instructor on learning and affect. Twelve studies met the inclusion criteria and were analyzed. Our analysis of the results showed no consistent, compelling evidence that an instructor should be included on-screen in instructional videos, as non-significant and mixed results were pervasive throughout the literature. However, we also did not find convincing evidence to leave an instructor out of the instructional video, as some studies found that learners were more satisfied when the instructor was visually-present. We explore these results in more depth, highlight the need for more studies in the area, and outline potentially productive frameworks for systematic lines of research. |
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