When Do Teachers' Pleasant Expressions in Video Lectures Facilitate Learning? The Role of Emotional Learning Materials and Auditory Emotions.
Background: Emotional cues in video lectures have demonstrated complex effects on learning, particularly regarding teachers' facial expressions. However, these effects remain inconclusive, necessitating further exploration of potential factors to enhance learning. Objectives: This study examined how...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 17 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2026
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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=191181608&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191181608 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2026 vid: 42 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 191181608 191181608 191181608 10.1111/jcal.70155 191181608 ppf: 1 ppct: 16 formats: tig: atl: When Do Teachers' Pleasant Expressions in Video Lectures Facilitate Learning? The Role of Emotional Learning Materials and Auditory Emotions. aug: au: Zhu, Fangfang Liu, Yifen Wang, Mengyuan Yang, Jiumin Pi, Zhongling Ma, Zhiqiang affil: School of Humanities, Jiangnan University, Wuxi Jiangsu,, China sug: subj: Teachers Psychosocial Factors Students, College Psychosocial Factors Facial Expression Auditory Perception Emotions Computer-Assisted Instruction Teaching Materials Videorecording Lecture Learning Methods Teaching Methods Outcomes of Education Human Male Female Young Adult China Cognition Experimental Studies Comparative Studies Randomized Controlled Trials Random Assignment Pretest-Posttest Design Scales One-Way Analysis of Variance Fisher's Exact Test Funding Source Descriptive Statistics Data Analysis Software Cues Faculty Attitudes Motivation Attention Eye Movement Measurements Education, Non-Traditional Online Education Male Female ab: Background: Emotional cues in video lectures have demonstrated complex effects on learning, particularly regarding teachers' facial expressions. However, these effects remain inconclusive, necessitating further exploration of potential factors to enhance learning. Objectives: This study examined how three forms of emotional design—learning materials, teachers' facial expressions and teachers' auditory emotions, individually and jointly influence learners' emotional responses, cognitive processing and learning outcomes in video‐based instruction. Methods: Across two experiments, we investigated the independent and interactive effects of teachers' facial expressions, the emotional design of learning materials and teachers' auditory emotion on students' emotions, motivation, attention, cognitive load and learning outcomes. Experiment 1 examined the interaction between teachers' facial expressions and emotionally designed learning materials, while Experiment 2 built on these findings to test whether congruent positive facial and auditory cues further enhance students' emotional, motivational and cognitive engagement. Results: In Experiment 1, when learning materials were neutrally designed, teachers' pleasant facial expressions reduced extraneous cognitive load and improved learning outcomes. Experiment 2 showed that pairing pleasant facial expressions with pleasant auditory emotion elicited more positive emotions, higher motivation, increased germane load and better learning outcomes. Eye‐tracking analyses indicated that this emotional congruence decreased attentional distraction, highlighting the synergistic benefits of combining visual and auditory emotional cues. Conclusions: The study identifies the synergistic effects of various emotional design elements in video lectures on students' learning and contributes to theories of emotional design and cognitive processing in multimedia learning contexts. It also offers practical insights for educators on optimising emotional cues in video‐based learning environments. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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