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<p>As video-based learning becomes increasingly ubiquitous, understanding how video cues impact learner’s deep cognitive engagement is critical. However, little is known about the nuanced, interactive effects of instructor’s vocal and visual signals in this context. Drawing on Emotions as Social Information (EASI) theory and social presence theory, this study investigates how instructors’ vocal cues (pitch level, intensity level, pitch variability, and intensity variability) exhibit curvilinear associations with learners’ deep cognitive engagement, and how instructor presence moderates these relationships. By analyzing 40,742 observations from the major video platform Bilibili, we reveal that pitch level, pitch variability, and intensity variability demonstrate inverted U-shaped associations with deep cognitive engagement, suggesting an optimal “sweet spot” of vocal expressiveness. In contrast, intensity level shows a U-shaped association. Crucially, instructor presence strengthens all these curvilinear associations, amplifying both their beneficial and detrimental sides. Our study advances research on cognitive engagement by providing multimodal evidence on how audio–visual cues jointly relate to deep cognitive engagement in video-based learning, and it offers actionable guidance for creators on regulating vocal delivery and visual presence in instructional videos.</p>

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Striking the right chord: how vocal and visual cues shape learners’ deep cognitive engagement in video-based learning

  • 期刊论文

  • 发表日期：

    2026年4月6日

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  • Ling Wang,
  • Zhao Pan,
  • Bin Wang

摘要

As video-based learning becomes increasingly ubiquitous, understanding how video cues impact learner’s deep cognitive engagement is critical. However, little is known about the nuanced, interactive effects of instructor’s vocal and visual signals in this context. Drawing on Emotions as Social Information (EASI) theory and social presence theory, this study investigates how instructors’ vocal cues (pitch level, intensity level, pitch variability, and intensity variability) exhibit curvilinear associations with learners’ deep cognitive engagement, and how instructor presence moderates these relationships. By analyzing 40,742 observations from the major video platform Bilibili, we reveal that pitch level, pitch variability, and intensity variability demonstrate inverted U-shaped associations with deep cognitive engagement, suggesting an optimal “sweet spot” of vocal expressiveness. In contrast, intensity level shows a U-shaped association. Crucially, instructor presence strengthens all these curvilinear associations, amplifying both their beneficial and detrimental sides. Our study advances research on cognitive engagement by providing multimodal evidence on how audio–visual cues jointly relate to deep cognitive engagement in video-based learning, and it offers actionable guidance for creators on regulating vocal delivery and visual presence in instructional videos.