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<p>The present study investigated the interplay of cognitive cues and social cues in instructional videos on students’ knowledge acquisition and sense of social presence. 312 preservice teachers took part in the study. Out of these, 238 participants were randomly assigned to one of three experimental groups receiving an asynchronous online video lecture on three research methods topics, featuring either static slides with voiceover (minimal signaling), dynamic slides with voiceover (moderate signaling), or dynamic slides with additional instructor signaling (maximum signaling). 74 participants served as a control group and completed pre- and posttests without attending the course. Perceived difficulty, invested effort, motivation, and notetaking were included as covariates. Dynamic slides did not improve knowledge acquisition compared to static slides. However, instructor signaling enhanced knowledge acquisition when perceived difficulty was high. Furthermore, instructor signaling significantly increased perceptions of social presence for two of the three investigated topics, highlighting the importance of social cues.</p>

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Static, dynamic, or human? The role of slide dynamics and instructor cues in video lectures

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月18日

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  • Timo Reuter,
  • Lukas Lazzara,
  • Miriam Leuchter

摘要

The present study investigated the interplay of cognitive cues and social cues in instructional videos on students’ knowledge acquisition and sense of social presence. 312 preservice teachers took part in the study. Out of these, 238 participants were randomly assigned to one of three experimental groups receiving an asynchronous online video lecture on three research methods topics, featuring either static slides with voiceover (minimal signaling), dynamic slides with voiceover (moderate signaling), or dynamic slides with additional instructor signaling (maximum signaling). 74 participants served as a control group and completed pre- and posttests without attending the course. Perceived difficulty, invested effort, motivation, and notetaking were included as covariates. Dynamic slides did not improve knowledge acquisition compared to static slides. However, instructor signaling enhanced knowledge acquisition when perceived difficulty was high. Furthermore, instructor signaling significantly increased perceptions of social presence for two of the three investigated topics, highlighting the importance of social cues.