Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast, the Cognitive-Affective-Social Theory of Learning in digital Environments outlines how social cues not only enhance social, emotional, and motivational processes, but they also potentially promote learning outcomes. We conducted a series of meta-analyses to explore the effects of instructor presence in instructional videos on retention, transfer, social presence, motivation, cognitive load, affect, and visual dwell time. The meta-analyses include 35 studies, which contained 46 pair-wise comparisons and 6339 participants. Results revealed a small, statistically significant positive effect of including a visual instructor on retention outcomes, but no significant effect on transfer performance. A visible instructor also significantly enhanced social presence, affective, and motivational ratings. Furthermore, we found that a visible instructor significantly reduced dwell time on relevant visual material but also reduced subjective perception of extraneous cognitive load. Significant moderator effects could be found regarding prior knowledge, the instructional domain as well as the size of the instructor.

中文翻译：

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教学视频中的教师在场效应及其调节因素：一系列荟萃分析

研究人员对于教学视频中的社交线索影响学习以及与学习相关的结果和过程的程度存在不同意见。教师存在效应指出，教学视频中可见的教师会增加社交存在感，并在动机、社交存在或情感等主观评分中获得更高的分数，但不会改善学习成果。相比之下，数字环境中的认知情感社会学习理论概述了社交线索不仅可以增强社交、情感和动机过程，而且还可能促进学习成果。我们进行了一系列荟萃分析，探讨教学视频中教师的存在对记忆、迁移、社交存在、动机、认知负荷、情感和视觉停留时间的影响。荟萃分析包括 35 项研究，其中包含 46 项配对比较和 6339 名参与者。结果显示，视觉教练对记忆结果有微小的、统计上显着的积极影响，但对迁移表现没有显着影响。可见的教练还显着提高了社交存在感、情感和动机评级。此外，我们发现可见的教练显着减少了相关视觉材料的停留时间，但也减少了对无关认知负荷的主观感知。在先验知识、教学领域以及教师规模方面可以发现显着的调节效应。