Enhancing student memorisation through teacher webcam usage and the interplay of social presence

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書誌詳細
出版年:	International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 58
第一著者:	Costa-Feito, Aroa
その他の著者:	Saavedra, Alvaro, Barta, Sergio
出版事項:	Springer Nature B.V.
主題:	Teaching School environment Student participation Webcams Cognitive load Cognitive ability Distance learning Teachers Cognition & reasoning Students Cameras Educational objectives Classrooms Online instruction Activation analysis Educational technology Computer assisted instruction > CAI Language usage Student teacher relationship Visual attention Cognition Learning Academic achievement Sense of community Internet Memory Teaching methods Learning outcomes Memorization Educational Quality Critical Thinking Academic Persistence Literature Reviews Educational Research Distance Education Educational Methods Learning Processes Direct Instruction Cognitive Processes Learning Experience Instructional Design Electronic Learning Instructional Effectiveness Evaluative Thinking Information Processing Educational Experience Learner Engagement Learning Objectives Classroom Environment Attention Educational Strategies
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その他の書誌記述
抄録:	This study explores the impact of teachers’ webcam activation on students’ cognitive processes and learning outcomes within online education. It investigates how the presence of teachers’ webcams influences visual attention, cognitive load, and memory retention in an online classroom setting, emphasising the role of social presence in enhancing the online learning experience. A laboratory experiment involving 132 participants gathered data through neurophysiological measurements and surveys, with analysis conducted via Macro PROCESS for SPSS. Findings indicate that an active webcam negatively affects students’ lesson focus. Moreover, cognitive load positively influences students’ memorisation. Social presence emerged as a key moderator in the relationship between teachers’ webcam activation and students’ lesson focus, underscoring its significance in improving online learning experiences. These insights provide valuable implications for optimising online teaching strategies, aiming to enhance student outcomes in online environments. By highlighting the effects of social presence, this research advocates for tailored approaches that encourage active participation and foster a sense of community in online classrooms.
ISSN:	2365-9440 1698-580X
DOI:	10.1186/s41239-025-00554-w
ソース:	Political Science Database