Enhancing student memorisation through teacher webcam usage and the interplay of social presence
Costa-Feito, Aroa ; Saavedra, Alvaro ; Barta, Sergio (Universidad de Zaragoza)
Resumen: 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.
Idioma: Inglés
DOI: 10.1186/s41239-025-00554-w
Año: 2025
Publicado en: International Journal of Educational Technology in Higher Education 22, 58 (2025), [23 pp.]
ISSN: 2365-9440
Financiación: info:eu-repo/grantAgreement/EUR/AEI/TED2021-129513B-C21
Financiación: info:eu-repo/grantAgreement/ES/DGA/S20-23R
Tipo y forma: Article (Published version)
Área (Departamento): Área Comerci.Investig.Mercados (Dpto. Direc.Mark.Inves.Mercad.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
Exportado de SIDERAL (2025-10-17-14:19:31)
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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.
Idioma: Inglés
DOI: 10.1186/s41239-025-00554-w
Año: 2025
Publicado en: International Journal of Educational Technology in Higher Education 22, 58 (2025), [23 pp.]
ISSN: 2365-9440
Financiación: info:eu-repo/grantAgreement/EUR/AEI/TED2021-129513B-C21
Financiación: info:eu-repo/grantAgreement/ES/DGA/S20-23R
Tipo y forma: Article (Published version)
Área (Departamento): Área Comerci.Investig.Mercados (Dpto. Direc.Mark.Inves.Mercad.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Exportado de SIDERAL (2025-10-17-14:19:31)
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Record created 2025-09-26, last modified 2025-10-17