Introduction:
In recent years, multimedia instructional videos have been widely used in both in-person and online education. However, there is debate about whether to incorporate instructor visuals in the instructional materials. This study examines the mechanisms of instructor videos, focusing on social presence and the additional information instructors can provide, using a Mandarin language learning context.
Purpose:
The present study aimed to examine the mechanisms of the instructor video, focusing on the social presence and additional information by examining different levels of the instructor's visibility (or invisibility).
Method:
91 Japanese university students with no prior experience learning Mandarin (the language setting used) were recruited and randomly assigned to one of three conditions: no instructor video (NT) condition, only mouth video (OM) condition, and whole instructor video (WT) condition. Learning performance was assessed with pre- and post-tests based on a beginner-level Mandarin speaking and listening lesson. Gaze allocation was measured during the lesson and a survey about their subjective perceptions of the instructional video was conducted afterward.
Results:
Findings revealed that instructor visibility significantly impacted performance, with participants in the WT condition outperforming those in the OM condition on the listen-and-choose task. The presence of the whole instructor provided additional visual cues, such as gestures and facial expressions, which enhanced learning outcomes. However, participants in the NT condition also outperformed those in the OM condition, suggesting that partial instructor visuals may negatively impact learning due to unfamiliarity and increased split attention. Gaze allocation data supported these findings, showing significant differences in fixation patterns across conditions.
Conclusions:
This study contributes to theoretical frameworks by clarifying how instructor visuals interact with learning processes. Practical implications include insights on the strategic use of teacher videos, avoiding partial and unfamiliar visuals, and integrating training to enhance learners' ability to process multimedia instruction effectively.