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

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Udgivet i:International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 58
Hovedforfatter: Costa-Feito, Aroa
Andre forfattere: Saavedra, Alvaro, Barta, Sergio
Udgivet:
Springer Nature B.V.
Fag:
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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Resumen: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
Fuente:Political Science Database