The webcam and student engagement in synchronous online learning: visually or verbally?

Händel, Marion; Bedenlier, Svenja; Kopp, Bärbel; Gläser‐Zikuda, Michaela; Kammerl, Rudolf; Ziegler, Albert

doi:10.1007/s10639-022-11050-3

Cited by 25 publications

(12 citation statements)

References 98 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Session sizes were also relatively small due to limited participant availability. Students in synchronous online classes frequently report class size as a determining factor for when they turn their webcams on (Bedenlier et al, 2021; Händel et al, 2022), and class size is relevant to establishing both social presence and accountability. As such, class size will be important to investigate further.…”

Section: Discussionmentioning

confidence: 99%

Turn off, tune out? Testing the effects of webcam use on learning in synchronous online classrooms.

Ramirez Perez,

Ditta,

Soares

2023

Journal of Applied Research in Memory and Cognition

View full text Add to dashboard Cite

Synchronous online classes have grown in popularity, sparking debate on student webcam use. In Experiment 1, participants were assigned to attend a lecture with half instructed to turn their webcam on and half instructed to turn their webcam off (interpolated testing was also examined as a buffer against webcam effects). A webcam effect was observed: webcam-on participants outperformed webcam-off participants. Experiment 2 manipulated class-wide webcam use by creating uniform groups in which participants all had webcams on or off at the same time and mixed groups in which webcam use was evenly split. The webcam effect replicated in the mixed condition, but the effect was attenuated in the uniform condition, suggesting that the webcam effect is larger in mixed webcam classes. Additional findings suggest that feelings of accountability and reduced media multitasking for webcam-on participants could contribute to the webcam effect more than social presence.

show abstract

Section: Discussionmentioning

confidence: 99%

Turn off, tune out? Testing the effects of webcam use on learning in synchronous online classrooms.

Ramirez Perez,

Ditta,

Soares

2023

Journal of Applied Research in Memory and Cognition

View full text Add to dashboard Cite

show abstract

“…Additionally, research has shown that integrating collaborative activities, group discussions, and peer interaction in the classroom enhances students' engagement with the material presented by teachers [47,48]. Moreover, requiring students to use webcams is important for maintaining their attention to the course content and allowing teachers to observe and assess their understanding and progress through visual cues such as facial expressions, hand raises, eyebrow raises, and head poses [49][50][51]. Similarly, there is evidence that demonstrates that feedback from teachers is critical in terms of making the feedback regular and providing it through video instead of text so that the teaching and social presence of the teacher can facilitate learners' engagement [52,53].…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

Lasekan,

Pachava,

Godoy Pena

et al. 2024

Sustainability

View full text Add to dashboard Cite

Due to the COVID-19 pandemic, there has been a rapid shift from traditional classroom-based education to sustainable online classrooms. This has brought attention to the importance of comprehending the intricacies of students’ engagement during virtual learning. Drawing upon the concept of community of inquiry in cognitive, social, and teaching presence, a mixed-methods approach involved data collected via a structured questionnaire administered to 452 university students to identify the factors that influence students’ participation during online classes. Through the application of the CHAID (Chi-Squared Automatic Interaction Detection) decision tree algorithm, the quality of course content is identified as a cognitive predictor of students’ engagement. It is worth mentioning that a significant proportion of students, specifically 61.7%, demonstrated a considerable degree of engagement with faculty content due to its high quality. With respect to the role of social presence, possession of a designated private space boost (69.2%) and requiring students to use their webcams are found to be critical for students’ engagement. Lastly, teaching presence as a factor in enhancing students’ engagement is demonstrated by promoting interactive classrooms and providing rapid feedback to students by teachers. The findings demonstrate the importance of teachers’ quality course material, interactive classes, and the benefits of a physical environment free from distractions for optimizing students’ engagement.

show abstract

“…Engagement is the ability to spend attentional resources on task-related stimuli and ignore external interference [1]. As a fundamental aspect of cognition, engagement ability plays a crucially important role in the operational environment [2].…”

Section: Introductionmentioning

confidence: 99%

Engagement Recognition Using a Multi-Domain Feature Extraction Method Based on Correlation-Based Common Spatial Patterns

Xu,

Wang,

et al. 2023

Applied Sciences

View full text Add to dashboard Cite

Engagement ability plays a fundamental role in allocating attentional resources and helps us perform daily tasks efficiently. Therefore, it is of great importance to recognize engagement level. Electroencephalography is frequently employed to recognize engagement for its objective and harmless nature. To fully exploit the information contained in EEG signals, an engagement recognition method integrating multi-domain information is proposed. The proposed method extracts frequency information by a filter bank. In order to utilize spatial information, the correlation-based common spatial patterns method is introduced and extended into three versions by replacing different correlation coefficients. In addition, the Hilbert transform helps to obtain both amplitude and phase information. Finally, features in three domains are combined and fed into a support vector machine to realize engagement recognition. The proposed method is experimentally validated on an open dataset composed of 29 subjects. In the comparison with six existing methods, it achieves the best accuracy of 87.74±5.98% in binary engagement recognition with an improvement of 4.03%, which proves its efficiency in the engagement recognition field.

show abstract

The webcam and student engagement in synchronous online learning: visually or verbally?

Cited by 25 publications

References 98 publications

Turn off, tune out? Testing the effects of webcam use on learning in synchronous online classrooms.

Turn off, tune out? Testing the effects of webcam use on learning in synchronous online classrooms.

Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

Engagement Recognition Using a Multi-Domain Feature Extraction Method Based on Correlation-Based Common Spatial Patterns

Contact Info

Product

Resources

About