Instructors' Continuous Happy Facial Expressions Enhance Learning in Instructional Videos.
Background: Instructors' facial expressions in instructional videos can greatly influence how learners perceive their emotions, thereby affecting students' attention to the learning content and their overall performance. While the short‐term effects of instructors' specific facial expressions in ins...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 12 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial 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=186918281&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918281 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: 186918281 186918281 186918281 10.1111/jcal.70086 186918281 ppf: 1 ppct: 11 formats: tig: atl: Instructors' Continuous Happy Facial Expressions Enhance Learning in Instructional Videos. aug: au: Pi, Zhongling Li, Xuran Tong, Mengjie Zhao, Xin Wang, Jiayu Li, Xiying Guo, Xiangchao affil: Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, Xi'an, China sug: subj: Faculty Psychosocial Factors Teaching Methods Facial Expression Happiness Learning Videorecording Outcomes of Education Evaluation Human Random Assignment Male Female China Adolescence Cross Sectional Studies Prospective Studies Experimental Studies Eye Movements One-Way Analysis of Variance Descriptive Statistics Post Hoc Analysis Adolescent: 13-18 years Male Female ab: Background: Instructors' facial expressions in instructional videos can greatly influence how learners perceive their emotions, thereby affecting students' attention to the learning content and their overall performance. While the short‐term effects of instructors' specific facial expressions in instructional videos have been well documented, less is known about how instructors' constantly changing facial expressions influence students' learning and the long‐term effects of these expressions. Objective: The present study incorporated cross‐sectional and longitude experiments to examine how an instructor's facial expressions (i.e., changing between positive and negative expressions vs. positive expressions vs. negative expressions) influence students' learning from instructional videos from both short‐term and long‐term perspectives. Methods: Experiment 1 adopted a one‐factor within‐subject design, and Experiment 2 adopted a one‐factor between‐subjects design. We manipulated the instructor's facial expressions in the instructional videos. Results: The results of Experiment 1 suggested that the instructor's continuous facial expressions enhanced students' learning performance compared to changing facial expressions. The results of Experiment 2 further suggested that the instructor's continuous positive facial expressions enhanced students' learning performance compared to changing facial expressions and continuous negative facial expressions. Conclusions: These findings contribute to the scholarly understanding of the long‐term effects of instructors' changing and unchanging facial expressions and have important implications for designing instructional videos. Instructors are encouraged to display positive facial expressions throughout instructional videos to enhance learners' short‐term and long‐term learning performance. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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