Cognitive and affective effects of teachers’ annotations and talking heads on asynchronous video lectures in a web development course

Abstract

When it comes to asynchronous online learning, the literature recommends multimedia content like videos of lectures and demonstrations. However, the lack of emotional connection and the absence of teacher support in these video materials can be detrimental to student success. We proposed incorporating talking heads and annotations to alleviate these weaknesses. In this study, we investigated the cognitive and affective effects of integrating these solutions in asynchronous video lectures. Guided by the theoretical lens of Cognitive Theory of Multimedia Learning and Cognitive-Affective Theory of Learning with Media, we produced a total of 72 videos (average = four videos per subtopic) with a mean duration of 258 seconds (range = 193 to 318 seconds). To comparatively assess our video treatments (i.e., regular videos, videos with face, videos with annotation, or videos with face and annotation), we conducted an educational-based cluster randomized controlled trial within a 14-week academic period with four cohorts of students enrolled in an introductory web design and development course. We recorded a total of 42,425 total page views (212.13 page views per student) for all web browsing activities within the online learning platform. Moreover, 39.92% (16,935 views) of these page views were attributed to the video pages accumulating a total of 47,665 minutes of watch time. Our findings suggest that combining talking heads and annotations in asynchronous video lectures yielded the highest learning performance, longest watch time, and highest satisfaction, engagement, and attitude scores. These discoveries have significant implications for designing video lectures for online education to support students’ activities and engagement. Therefore, we concluded that academic institutions, curriculum developers, instructional designers, and educators should consider these findings before relocating face-to-face courses to online learning systems to maximize the benefits of video-based learning.

Facilitating Group Learning Using an Apprenticeship Model: Which Master is More Effective in Programming Instruction?

“…Formally surfaced in educational psychology, the experimental method is suitable for inferring causal relationships between the intervention (e.g., learning resources, pedagogies, or curriculums) and its outcome (e.g., academic performance or learning attitude). Similar to the methodology employed by Garcia and Yousef (2022) in a Web site development course, this study adopted a prospective, three-armed, cluster-randomized controlled trial with PP as the control group and PLTL and PAGL as the intervention groups. This design complies with the highest level of the test (i.e., innovation vs. enhanced treatment) for experimental treatment because it applied a treatment of unknown efficacy (PAGL) rather than the customary treatment versus no treatment or innovation versus standard treatment arrangements (Taber, 2019).…”

Instructors’ presence and communication strategies on student engagement in asynchronous online classes

“…Building emotional connection through communication is also a crucial aspect of fostering engagement. Garcia and Yousef (2022) expect the emotional connection and instructor support in increasing engagement. This requires diverse communication strategies for fostering engagement and positive learning outcomes in asynchronous classrooms.…”

“…For instance, Gopez and Gopez (2023) examined the relationship between teacher scaffolding and self-regulation and suggested supportive relationships and the development of self-regulatory skills. On the other hand, Briones et al (2023) recommended tailored approaches to address diverse learner needs, focusing on online engagement, self-regulation, and self-efficacy while Garcia and Yousef (2022) concluded the importance of emotional connections and instructor support in boosting engagement. In terms of emotional well-being in influencing student engagement, Sandoval (2023) found that the higher levels of happiness correlate with greater engagement in both synchronous and asynchronous online classes.…”

Enhancing Deaf and Dumb Collaboration by Video Annotations

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