What is the effect of talking heads in educational videos with different types of narrated slides?

Abstract

Video-based learning plays an increasingly important role and thus the optimal design of video-based learning materials attracts the attention of scientists and practitioners alike. In this context, producers of educational videos often include a talking head in their videos, although theory (e.g., cognitive theory of multimedia learning) also suggests potential disadvantages for this format. Since talking heads attract a lot of visual attention, further empirical research is necessary to investigate whether a talking head can hinder learning, especially presented next to graphic-based learning content. To address this research gap, we conducted two online experiments to investigate the effects of a talking head in educational videos with narrated slides (short slideshow lectures) on learning outcomes (i.e., factual knowledge acquisition) and participants’ subjective ratings of the learning material (e.g., perceived learning). In Experiment 1 (N = 96), we varied whether the instructor’s talking head was present or absent in the videos as a between-factor, and whether the visual content on the slides was graphic-based (pictures, diagrams, maps) or text-based (bullet points) as a within-factor (slide type). In Experiment 2 (N = 184), we additionally varied as a between-factor whether the contents appeared sequentially or statically all at once (presentation type). Our results showed that the talking head did not affect learning outcomes, regardless of slide type and presentation type of the videos suggesting that the inclusion of a talking head offers neither clear advantages nor disadvantages. Potential explanations for the findings and directions for future research are discussed.