Abstract
Context: Educational videos are common in online learning environments, but the effectiveness of instructor presence remains debated. Some theories suggest it enhances social engagement and motivation, while others argue it increases cognitive load. Objective: This study investigates the effects of different instructor presentation formats (intermittent, continuous, and absent) on learning outcomes, visual attention, and cognitive load in Mandarin Chinese vocabulary learning using eye tracking. We aimed to provide objective evidence on how these formats influence attention and cognitive load, providing practical implications for designing effective educational videos. Method: Using a matched-groups design, 120 participants were randomly assigned to one of three conditions based on their initial performance in an online learning session. During the second session, participants watched instructional videos while their eye movements were tracked, with learning outcomes measured through speaking tests. Results: No significant learning outcome differences were found across conditions. Eye-tracking showed learners in all conditions prioritized Pinyin (written phonetics) while largely ignoring the instructor. Conclusion: These findings challenge assumptions about instructor presence and demonstrate learners’ strategic visual attention regulation. Given equivalent outcomes across conditions, an instructor absent approach is preferable as it simplifies video design and reduces production complexity.
Paper Type
Full Paper
DOI
10.62036/ISD.2025.131
The Impact of Instructor Presence Formats on Learning Outcomes, Visual Attention, and Cognitive Load in Educational Videos: An Eye-Tracking Study
Context: Educational videos are common in online learning environments, but the effectiveness of instructor presence remains debated. Some theories suggest it enhances social engagement and motivation, while others argue it increases cognitive load. Objective: This study investigates the effects of different instructor presentation formats (intermittent, continuous, and absent) on learning outcomes, visual attention, and cognitive load in Mandarin Chinese vocabulary learning using eye tracking. We aimed to provide objective evidence on how these formats influence attention and cognitive load, providing practical implications for designing effective educational videos. Method: Using a matched-groups design, 120 participants were randomly assigned to one of three conditions based on their initial performance in an online learning session. During the second session, participants watched instructional videos while their eye movements were tracked, with learning outcomes measured through speaking tests. Results: No significant learning outcome differences were found across conditions. Eye-tracking showed learners in all conditions prioritized Pinyin (written phonetics) while largely ignoring the instructor. Conclusion: These findings challenge assumptions about instructor presence and demonstrate learners’ strategic visual attention regulation. Given equivalent outcomes across conditions, an instructor absent approach is preferable as it simplifies video design and reduces production complexity.
Recommended Citation
Ng, Y.Y., Placiński, M. & Szala, A. (2025). The Impact of Instructor Presence Formats on Learning Outcomes, Visual Attention, and Cognitive Load in Educational Videos: An Eye-Tracking StudyIn I. Luković, S. Bjeladinović, B. Delibašić, D. Barać, N. Iivari, E. Insfran, M. Lang, H. Linger, & C. Schneider (Eds.), Empowering the Interdisciplinary Role of ISD in Addressing Contemporary Issues in Digital Transformation: How Data Science and Generative AI Contributes to ISD (ISD2025 Proceedings). Belgrade, Serbia: University of Gdańsk, Department of Business Informatics & University of Belgrade, Faculty of Organizational Sciences. ISBN: 978-83-972632-1-5. https://doi.org/10.62036/ISD.2025.131