The Effect Of Instructor Presence On Learners In Online Video Learning

Online video learning provides learners a more personalized learning method,giving them sufficient space for autonomous learning,and thus becoming a widely chosen learning method for learners.As an important component of online video learning environment,instructor presence affects learners’ perception and experience during the learning process,and plays an important role in effective knowledge construction for learners.Based on this,this study explores the impact of instructor presence on learners,including cognitive load,psychological feelings(which includes learning satisfaction,learning experience,learning engagement,and social presence)and learning effects(which refers to maintaining test scores and transferring test scores).At the same time,this study discusses the role of material difficulty and face familiarity,in order to comprehensively understand the factors that affect effective learning for learners.It helps to analyze the factors that affect the effectiveness of online video learning from a more practical perspective,and provides reference for educational researchers to design and develop online video courses that are conducive to effective learning for learners.Previous studies have not reached consistent conclusions about the impact of instructor presence on learners.There are mainly two main points: one is that instructor presence promotes learners’ learning,and the theory of social presence provides theoretical support.As a social cue,instructor presence can improve learners’ subjective psychological experience in learning process;Another view is based on cognitive load theory,which holds that instructor presence interferes with learners’ learning.Learners’ cognitive resources are limited.Instructor presence competes with learning materials for cognitive resources of visual channels,which is not conducive to learners’ knowledge acquisition and processing.Previous studies had explained the impact of both cognition and emotion on instructor presence,but researchers often view emotion as a factor that promotes cognitive effectiveness,and there are few empirical studies that explore emotion and cognition as independent factors simultaneously.For different measurement indicators,the effectiveness of instructor presence may be different.Therefore,this study starts from the online video learning environment and conducts research from the following two aspects:(1)What aspects of instructor presence will affect learners in online video learning? This study explores the impact on learners’ cognitive load,psychological feelings(which includes learning satisfaction,learning experience,learning engagement,and social presence),and learning effects(which refers to maintaining test scores and transferring test scores);(2)What are the factors that affect the effectiveness of teacher presentation in online video learning? This study focuses on the impact of material difficulty and face familiarity.Through empirical research to test this two aspects.Firstly,preparing learning materials and learning effectiveness tests through pre research.22 college students were asked to evaluate the difficulty of the materials.After evaluation,the materials met the standards and were used for formal experiments.Study 1 explored the interaction between instructor presence and material difficulty,using 2(Instructor presence:with instructor presence/ without instructor presence)× 2(Material difficulty: low difficulty/high difficulty)between-group design,182 college students participated in the experiment.The results showed that instructor presence has a significant main effect on the impact of learning experience,learners’ subjective psychological feelings were better with instructor presence;Instructor presence has a significant main effect on the impact of transfer test scores.When there is no instructor presence,learners’ transfer test scores are better.The main effect of material difficulty on learners’ cognitive load and transfer test scores is significant,which manifested as lower cognitive load and better transfer test scores under low difficulty learning materials.Study 2 explored the interaction between face familiarity and material difficulty,using 2(face familiarity: low face familiarity/ high face familiarity)× 2(Material difficulty: low difficulty/ high difficulty)between-group design.173 college students participated in the experiment.The results showed that under the condition of low face familiarity,the simplicity effect of material difficulty was significant,and the cognitive load of learners under the condition of high difficulty learning materials was higher than that of low difficulty learning materials.In terms of transfer test scores,the main effect margin of face familiarity is significant.From the results of this study,it can be seen that instructor presence creates well online video learning environment for learners,which can improve learners’ psychological feelings during the learning process.However,the promotion effect of instructor presence on learners’ learning effectiveness is not obvious,which may be related to learners’ cognitive characteristics.College students’ cognitive development is relatively mature,so they are less affected by the external environment.And there are differences in learners’ learning psychology and behavior at different stages,Future research can explore the impact of instructor presence on students at different ages.