Content area
This study explores the impact of teachers’ webcam activation on students’ cognitive processes and learning outcomes within online education. It investigates how the presence of teachers’ webcams influences visual attention, cognitive load, and memory retention in an online classroom setting, emphasising the role of social presence in enhancing the online learning experience. A laboratory experiment involving 132 participants gathered data through neurophysiological measurements and surveys, with analysis conducted via Macro PROCESS for SPSS. Findings indicate that an active webcam negatively affects students’ lesson focus. Moreover, cognitive load positively influences students’ memorisation. Social presence emerged as a key moderator in the relationship between teachers’ webcam activation and students’ lesson focus, underscoring its significance in improving online learning experiences. These insights provide valuable implications for optimising online teaching strategies, aiming to enhance student outcomes in online environments. By highlighting the effects of social presence, this research advocates for tailored approaches that encourage active participation and foster a sense of community in online classrooms.
Details
Critical Thinking;
Academic Persistence;
Literature Reviews;
Educational Research;
Distance Education;
Educational Methods;
Learning Processes;
Direct Instruction;
Cognitive Processes;
Learning Experience;
Memorization;
Educational Objectives;
Instructional Design;
Electronic Learning;
Instructional Effectiveness;
Evaluative Thinking;
Information Processing;
Educational Experience;
Cognitive Ability;
Learner Engagement;
Learning Objectives;
Classroom Environment;
Attention;
Educational Strategies
School environment;
Student participation;
Webcams;
Cognitive load;
Cognitive ability;
Distance learning;
Teachers;
Cognition & reasoning;
Students;
Cameras;
Educational objectives;
Classrooms;
Online instruction;
Activation analysis;
Educational technology;
Computer assisted instruction--CAI;
Language usage;
Student teacher relationship;
Visual attention;
Cognition;
Learning;
Academic achievement;
Sense of community;
Internet;
Memory;
Teaching methods;
Learning outcomes;
Memorization
1 University of León, Department of Management and Business Economics, León, Spain (GRID:grid.4807.b) (ISNI:0000 0001 2187 3167)
2 Public University of Navarre (UPNA), Institute for Advanced Research in Business and Economics (INARBE), Department of Business Management, Pamplona, Spain (GRID:grid.410476.0) (ISNI:0000 0001 2174 6440)
3 Universidad de Zaragoza, Department of Marketing Management and Market Research, Faculty of Business and Public Management, Huesca, Spain (GRID:grid.11205.37) (ISNI:0000 0001 2152 8769)