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ERIC Number: EJ1425553
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: EISSN-1744-5191
Available Date: N/A
The Emotional Design of an Instructor: Body Gestures Do Not Boost the Effects of Facial Expressions in Video Lectures
Zhongling Pi; Renjia Liu; Hongjuan Ling; Xingyu Zhang; Shuo Wang; Xiying Li
Interactive Learning Environments, v32 n3 p952-971 2024
A video lecture instructor exhibiting positive emotion has been shown to induce similar emotions in students, improving the students' motivation and increasing their attention, thus improving their learning performance. However, little systematic research exists on which specific design features with regards to the instructor can induce such emotions. The current study aimed to test whether congruent body gestures boost the effects of an instructor's facial expressions (happy vs. bored) on learning from video lectures in terms of students' emotions, motivation, attention, cognitive load, and learning performance. There were four conditions: (1) a happy face without body gestures; (2) a happy face accompanied with happy body gestures; (3) a bored face without body gestures; and (4) a bored face accompanied with bored body gestures. One-way repeated ANOVAs showed that congruent body gestures strengthened the emotional effects, and strengthened the attentional split effects of the happy face; when the instructor did not produce body gestures, her happy face facilitated students' learning performance compared to the bored face. Our findings suggest that instructors should be encouraged to exhibit a happy face without body gestures when giving video lectures to increase students' learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A