Optimising Arousal in Learner‐Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos.
Background: Learner‐generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner‐generated digital media formats. One potential area of divergence lies in the arousal levels evoked during med...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 21 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918280&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918280 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918280 186918280 186918280 10.1111/jcal.70085 186918280 ppf: 1 ppct: 20 formats: tig: atl: Optimising Arousal in Learner‐Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos. aug: au: de Jonge, Tristan H. S. Kegelaar, Timo Esquivel, Fabiola Figueroa affil: Department of Educational Sciences, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, the Netherlands sug: subj: Learning Methods Digital Technology Videorecording Webcasts Biometrics Human Male Female Young Adult Students, College Comparative Studies Descriptive Statistics Sociodemographic Factors Questionnaires Convenience Sample Pilot Studies Criterion-Related Validity Male Female ab: Background: Learner‐generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner‐generated digital media formats. One potential area of divergence lies in the arousal levels evoked during media creation due to varying emphasis on the audience, which might depend on the inclusion of facial recording. Aims: This study examines the impact of facial recording in learner‐generated digital media tasks by comparing learner‐generated instructional videos and podcasts on their impact on learning and examining whether these effects are mediated through arousal. It develops a single‐item measure to assess arousal during learner‐generated digital media activities, addressing limitations of existing scales. Sample: The total sample consisted of 89 university students, of whom 27 were included in the validation phase, and 62 were included in the main analysis. Methods: The study utilised a survey covering demographic information and arousal‐related questions, and a multiple‐choice comprehension test. Results: Creating an instructional video led to higher levels of social presence‐related arousal compared to creating an instructional podcast. This arousal completely mediated the differences in learning outcomes between the two media. Higher arousal was associated with improved performance up to a certain point, beyond which additional arousal hindered learning. Conclusions: The study confirmed that learner‐generated digital media with facial recording (videos) evoke more arousal compared to media without facial recording (podcasts). Different types of learner‐generated digital media, by eliciting varying levels of arousal, may be more or less advantageous depending on the educational context. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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