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The positivity principle: do positive instructors improve learning from video lectures?

Alyssa P Lawson1, Richard E Mayer1, Nicoletta Adamo-Villani2

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Educational Technology Research and Development : ETR & D
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PubMed
Summary

Positive emotions from instructors enhance learning. Students engaging with positive instructors showed better social connection, cognitive engagement, and improved performance on delayed tests, supporting the positivity principle in e-learning.

Keywords:
Affective processesEmotional designOnline lessonVideo lecturese-learning

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • E-learning Research

Background:

  • The positivity principle suggests positive instructor emotions improve learning.
  • The cognitive-affective model of e-learning provides a framework for understanding this phenomenon.

Purpose of the Study:

  • To investigate the impact of instructor emotional displays on student learning outcomes.
  • To examine the influence of positive versus negative instructor emotions on social connection, cognitive engagement, and test performance.

Main Methods:

  • Two experiments were conducted using video lectures on statistics.
  • Participants viewed instructors displaying happy, content, frustrated, or bored emotions.
  • Student learning was assessed via immediate and delayed tests, alongside ratings of engagement and credibility.

Main Results:

  • Learners accurately recognized instructor emotional tones.
  • Positive instructors fostered greater social connection, credibility, and engagement.
  • Students with positive instructors performed better on delayed posttests, but not immediate ones.

Conclusions:

  • Evidence supports the positivity principle and the cognitive-affective model of e-learning.
  • Instructor positivity positively influences perceived learning facilitation, credibility, and engagement.
  • Positive emotions may have a delayed effect on learning outcomes compared to immediate recall.