The effect of teacher presence on task performance in online classes: an exploratory study on gazing

Abstract

ABSTRACT Objectives The COVID-19 pandemic has caused difficulties in conducting face-to-face classes in schools; instead, conducting online classes has been encouraged. However, the effect of the teacher’s screen presence on students’ performance is unclear. This study (n = 60) aimed to explore whether students’ gaze during the task could predict their task performance and examined the difference in students’ performance when the teacher was present on the screen. Design In this study, participants were divided into three groups and completed an error search task to measure their concentration during learning. The task was performed on a PC screen, and each participant was monitored by the experimenter under different conditions. Results The results revealed that although students’ attention was drawn towards the teacher’s face (ps < .05), there was no difference in task performance. However, when the teacher’s face was not shown and only a thumbnail was displayed, students’ gaze was attracted more to that area, and their task performance decreased (r = −.446, p = .049). Conclusion It was suggested that when the teacher shows their face, and students’ attention may be drawn to it. Also, when thumbnails are displayed, students would perform better on assignments if they do not focus on them. KEY POINTS What is already known about this topic: (1) How to measure performance in online learning is an important research topic. (2) The possibility of predicting learning outcomes from gaze patterns has been suggested. (3) Good learners may share a common gaze pattern. What this topic adds: (1) When the teacher shows their face, the learner’s gaze focuses on it. (2) However, the teacher’s presence does not affect the task performance. (3) When only thumbnails were presented, the task performance decreased due to increased gazing at that area.