The Impact Of Teachers Facing The Camera On Teaching During Instructional Video Recording

With the deep integration of the concept of "Internet+ education",teaching video,as a kind of digital teaching resources,has been welcomed by learners with its vivid,intuitive and vivid characteristics.At present,the research on teaching videos focuses on the influence of the layout and design of different elements in videos on the learning experience and learning effect of learners from the perspective of learners,ignoring the influence of teachers’ teaching in videos.This study combines EEG experiment and interview method to explore the role of instructor presence in instructional video,so as to enrich relevant theories of teaching video design and provide reference for optimizing teaching video.This paper with the "instructional video","instructor presence "for key words in each database search in both Chinese and English,and combing and analysis of related literature,summarizes the relevant concepts,to determine the research question,and on the basis of pay attention to the control theory,to discuss the influence of the instructor presence on the teaching process and teaching effect.In study 1,a single-factor inter-subject experiment was used to explore the effects of teachers’ presence in teaching video recording on their teaching effect,degree of concentration,degree of relaxation,stress level,teaching efficacy and cognitive load.EEG experiment research object is of a university in central China,56 teachers,experiment content is grade one of high school information technology course "binary and numerical transformation".The purpose of this study was to compare the differences in teaching effect,concentration,relaxation and stress levels,teaching efficacy and cognitive load of teachers who used the two modes of facing the camera and not facing the camera when recording teaching videos.The results show that,in terms of teaching effect,the teaching effect of the teaching video with the teacher on the screen is higher than that of the teaching video without the teacher on the screen,and the tension degree of the teacher with the teacher on the screen is also higher than that of the teacher without the teacher on the screen.The study strongly proves that the appearance of teacher image can improve the teaching effect of teaching video,but it also makes teachers more nervous when facing the camera.In study 2,interview study was conducted to investigate the attitudes and opinions of frontline teachers towards teachers’ on-camera appearance in the process of video teaching recording.In this study,10 primary and secondary school teachers of different subjects and different grades in W city were selected as research objects,and they were interviewed online one by one.Front-line teachers believe that on-camera teaching will make most of them nervous.The main source of pressure is that on-camera recording of teaching video requires teachers to pay attention to on-camera posture,expression management and require them to teach and operate more accurately,but on-camera teaching will make them more involved in the teaching process.Based on the research results,the following conclusions are drawn:(1)teachers’presence in the process of recording teaching video will make them more nervous,but this tension will not damage their teaching effect,but can improve their teaching effect;(2)on-camera teaching will make most teachers nervous.The main source of pressure is that on-camera recording of teaching video requires teachers to pay attention to on-camera posture,expression management and require them to teach and operate more accurately,but on-camera teaching will make them more involved in the teaching process.The innovation of this study:from the perspective of teachers,explore the influence of whether teachers face the camera on their teaching activities,expand the teaching video design research,emphasizes the teachers for teaching as a leader in the three main subjective initiative,the design,development and manufacture of video for the teaching provides a certain theoretical support.In practice,this study can provide reference for the design and production of teaching videos.In the future development of teaching videos,teachers can use the method of on-camera to improve the teaching effect of learners,and at the same time,through training and psychological counseling,they can reduce their tension when facing the camera.