The effect of teacher presence in videos on intrinsic cognitive loads and academic achievements

ABSTRACT

With the rapid development of information technologies, video-mediated learning has been widely used in education and studied in academia. Whether and how a teacher should be present in a video has drawn the attention of researchers. Via a mixed design involving two teaching experiments and a semi-structured interview, this study concluded that videos with teacher presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those without teacher presence and that videos with teachers’ intermittent presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those with continuous teachers’ presence. Future research could explore intrinsic cognitive loads and academic achievements in video-mediated learning via multimodal and interdisciplinary methods.

KEYWORDS:

• Video-mediated learning
• academic achievements
• intrinsic cognitive loads
• intermittent teacher presence
• continuous teacher presence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Chinese national fund for the humanities and social sciences (Chinese Academic translation) (17WSS005); MOOCs of Beijing Language and Culture University (Important) ‘An introduction to Linguistics’ in 2019 (MOOC201902); An online and offline hybrid course ‘Introduction to Linguistics’ of Beijing Language and Culture University in 2020; The research and reform fund of the ‘Undergraduate Teaching Reform and Innovation Project’ of Beijing higher education in 2020 – innovative ‘multilingual +’ excellent talent training system (202010032003).

Notes on contributors

Zhonggen Yu

Zhonggen Yu, Professor and Ph.D. Supervisor in Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Ph.D. in English language, a dual Master-degree holder in applied linguistics and law, and a post-doctoral researcher in psycho-linguistics, has already published over 80 academic papers on distinguished journals based on rich teaching and research experiences. His research interest includes educational technologies, language attrition, language acquisition. Email: [email protected]. Address: 15 Xueyuan Road, Haidian District, Beijing, China 100083.