No need for webcams with synchronous online learning

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-04-06 DOI:10.1016/j.learninstruc.2025.102131

Wanling Zhu , Xiaoxue Leng , Richard E. Mayer , Fuxing Wang

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引用次数: 0

Abstract

Background

When an instructor is delivering a synchronous online lecture using slides, an important consideration is whether to turn on the instructor's camera (i.e., creating instructor presence) and the student's camera (i.e., creating student presence).

Aims

This study primarily focuses on the effect of instructor presence and student presence in synchronous online classes on learning outcomes (retention and transfer tests), subjective ratings (judgment of learning, mental effort, perceived difficulty, and social presence), and the learning process (head movements and facial expressions).

Sample

Thirty-three university students was recruited in this study.

Methods

A 2 × 2 within-subject design was used in which instructor presence (webcam on vs. webcam off) and student presence (webcam on vs. webcam off) were manipulated. Students came to a simulated real online teaching laboratory for four consecutive days to learn different English vocabulary words, with a different condition on each day. The learning conditions and material sequences were counterbalanced among the participants.

Results

Turning off the instructor's camera led to better retention and transfer test scores, lower ratings of social presence, and more head movement (indicating less stress). Turning off the student's camera did not affect retention or transfer test scores, but did result in happier facial expression along with lower ratings of mental effort and confidence in learning.

Conclusions

The results are consistent with the distraction hypothesis and suggest that there is no need for webcams in synchronous online lectures.

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同步在线学习无需网络摄像头

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.