What Drives Student Engagement and Learning in Video Lectures? An Investigation of Instructor Visibility, Playback Speed, and Student Preferences
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| Title: | What Drives Student Engagement and Learning in Video Lectures? An Investigation of Instructor Visibility, Playback Speed, and Student Preferences |
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| Language: | English |
| Authors: | Dahwi Ahn (ORCID |
| Source: | Applied Cognitive Psychology. 2025 39(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2017333 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Learner Engagement, Video Technology, Lecture Method, Student Attitudes, Preferences, Educational Technology, Time Factors (Learning), Learning Processes, Electronic Learning |
| DOI: | 10.1002/acp.70026 |
| ISSN: | 0888-4080 1099-0720 |
| Abstract: | COVID-19 greatly increased the online delivery of higher education. But one limitation of online learning is that students often struggle to stay engaged while watching online lectures. We examined whether including an instructor's face in lecture videos (instructor visibility) enhances student engagement or learning. In two preregistered experiments, we found that instructor visibility in lecture videos did not affect either engagement or learning overall. However, participants reported higher engagement when they watched a video that aligned with their preference for instructor visibility. For example, participants who favored videos with the instructor visible reported greater engagement with such videos compared to those without the instructor, and vice versa. Additionally, we examined the effects of playback speed on engagement and learning. Our results suggest that speeded playing did not impact engagement but resulted in better learning efficiency. Lastly, using GPT, we explored participants' open-ended responses to understand their preference for video lectures. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468318 |
| Database: | ERIC |
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| Abstract: | COVID-19 greatly increased the online delivery of higher education. But one limitation of online learning is that students often struggle to stay engaged while watching online lectures. We examined whether including an instructor's face in lecture videos (instructor visibility) enhances student engagement or learning. In two preregistered experiments, we found that instructor visibility in lecture videos did not affect either engagement or learning overall. However, participants reported higher engagement when they watched a video that aligned with their preference for instructor visibility. For example, participants who favored videos with the instructor visible reported greater engagement with such videos compared to those without the instructor, and vice versa. Additionally, we examined the effects of playback speed on engagement and learning. Our results suggest that speeded playing did not impact engagement but resulted in better learning efficiency. Lastly, using GPT, we explored participants' open-ended responses to understand their preference for video lectures. |
|---|---|
| ISSN: | 0888-4080 1099-0720 |
| DOI: | 10.1002/acp.70026 |
