Optimising Arousal in Learner-Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-30 DOI:10.1111/jcal.70085

Tristan H. S. de Jonge, Timo Kegelaar, Fabiola Figueroa Esquivel

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Abstract

Background

Learner-generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner-generated digital media formats. One potential area of divergence lies in the arousal levels evoked during media creation due to varying emphasis on the audience, which might depend on the inclusion of facial recording.

Aims

This study examines the impact of facial recording in learner-generated digital media tasks by comparing learner-generated instructional videos and podcasts on their impact on learning and examining whether these effects are mediated through arousal. It develops a single-item measure to assess arousal during learner-generated digital media activities, addressing limitations of existing scales.

Sample

The total sample consisted of 89 university students, of whom 27 were included in the validation phase, and 62 were included in the main analysis.

Methods

The study utilised a survey covering demographic information and arousal-related questions, and a multiple-choice comprehension test.

Results

Creating an instructional video led to higher levels of social presence-related arousal compared to creating an instructional podcast. This arousal completely mediated the differences in learning outcomes between the two media. Higher arousal was associated with improved performance up to a certain point, beyond which additional arousal hindered learning.

Conclusions

The study confirmed that learner-generated digital media with facial recording (videos) evoke more arousal compared to media without facial recording (podcasts). Different types of learner-generated digital media, by eliciting varying levels of arousal, may be more or less advantageous depending on the educational context.

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在学习者生成的数字媒体中优化唤醒：通过比较播客和视频来评估面部记录效果

学习者生成的数字媒体作为一种辅助学习工具受到了极大的关注。然而，需要实证研究来区分各种学习者生成的数字媒体格式。一个潜在的分歧在于媒体创作过程中由于对受众的重视程度不同而引起的唤醒水平，这可能取决于面部记录的包含。本研究通过比较学习者生成的教学视频和播客对学习的影响，考察面部记录在学习者生成的数字媒体任务中的影响，并考察这些影响是否通过唤醒介导。它开发了一种单项测量方法来评估学习者生成的数字媒体活动中的唤醒，解决了现有量表的局限性。样本共89名大学生，其中27人进入验证阶段，62人进入主分析阶段。方法采用人口统计资料调查、唤醒相关问题调查和多项选择理解测验。结果与制作教学播客相比，制作教学视频会导致更高水平的与社会存在相关的唤醒。这种唤醒完全调解了两种媒体之间学习结果的差异。在一定程度上，更高的唤醒与更好的表现有关，超过一定程度，额外的唤醒会阻碍学习。该研究证实，与没有面部记录的媒体（播客）相比，学习者生成的带有面部记录的数字媒体（视频）能唤起更多的觉醒。不同类型的学习者生成的数字媒体，通过激发不同程度的兴奋，可能或多或少有利，这取决于教育背景。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope