Does Instructors' and Students' On-Camera Presence Enhance Learning?

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2025-01-23 DOI:10.1111/jcal.13122

Jiang Xiaxia, Li Yahong, Kuang Ziyi, Yu Jiajun

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引用次数: 0

Abstract

Background

Video conferencing technology has moved online education into a new stage of real-time video interaction. However, shortcomings such as students' lack of concentration and substantive engagement during video conferencing greatly limit the improvement of online learning effectiveness. According to social presence theory and the community of inquiry model, the on-camera presence of instructors and students may effectively enhance the learning outcomes in video conferencing.

Objective

The effects of instructors' and students' on-camera presence on social presence, learning satisfaction and learning performance in video conferencing were investigated.

Methods

We selected 244 university students as participants and employed a between-subject experimental design with two levels of instructors' camera (on/off) and two levels of students' camera (on/off).

Results and Conclusions

(1) Learning performance was better when students turned on their cameras compared to when they did not. (2) The level of social presence was higher when students turned on their cameras than when they did not. The interaction effect between instructors' and students' camera use was significant, indicating that when instructors turned off their cameras, students' social presence was higher when they themselves turned on their cameras compared to when they did not. However, when instructors turned on their cameras, students' use of cameras did not significantly impact social presence. (3) Learning satisfaction was higher under the condition where students turned on their cameras compared to when they turned them off. It is recommended that students appear on camera during video conferencing, as this can increase social presence and learning satisfaction, ultimately improving their learning performance.

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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