162917 20251017144616.0 doi 10.1186/s41239-025-00554-w sideral 145475 ART-2025-145475 eng Costa-Feito, Aroa Enhancing student memorisation through teacher webcam usage and the interplay of social presence 2025 Access copy available to the general public Unrestricted Abstract 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. info:eu-repo/grantAgreement/EUR/AEI/TED2021-129513B-C21 info:eu-repo/grantAgreement/ES/DGA/S20-23R info:eu-repo/semantics/openAccess by https://creativecommons.org/licenses/by/4.0/deed.es info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Saavedra, Alvaro Barta, Sergio Universidad de Zaragoza (orcid)0000-0001-8353-3870 4011 095 Universidad de Zaragoza Dpto. Direc.Mark.Inves.Mercad. Área Comerci.Investig.Mercados 22, 58 (2025), [23 pp.] Int. j. educ. technol. high. educ. International Journal of Educational Technology in Higher Education 2365-9440 1999257 http://zaguan.unizar.es/record/162917/files/texto_completo.pdf Versión publicada 2265155 http://zaguan.unizar.es/record/162917/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:162917 articulos driver 2025-10-17-14:19:31 ARTICLE