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Exploring Gender Differences in the Instructor Presence Effect in Video Lectures: An Eye-Tracking Study.

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Area of Science:

  • Educational Technology
  • Online Learning Research
  • Cognitive Psychology

Background:

  • Instructor presence is a key feature in online video lectures.
  • Previous research has largely overlooked learner differences, such as gender, in relation to instructor presence.
  • Understanding how learner characteristics interact with video lecture design is crucial for effective online education.

Purpose of the Study:

  • To investigate the impact of instructor presence (dynamic video, static image, audio-video only) on learning performance and eye movements.
  • To examine potential gender differences in learning outcomes and attention allocation during video lectures.
  • To determine the optimal format for instructor presence in enhancing online learning.

Main Methods:

  • Sixty-four participants (males and females) watched nine video lectures across three conditions: audio-video (AV), picture-video (PV), and video-video (VV).
  • Reading comprehension tests were administered after each video to assess learning performance.
  • Eye movement data were collected to analyze attention distribution patterns.

Main Results:

  • Learners achieved significantly better outcomes with dynamic instructor presence (VV) compared to static presence (PV) or no presence (AV).
  • No significant gender differences were observed in overall learning performance.
  • Gender-based differences emerged in attention: females spent more time viewing the instructor in VV, while males shifted attention more between the instructor and text.

Conclusions:

  • Dynamic instructor presence in video lectures positively impacts learning, likely by increasing social presence and agency.
  • While learning performance is not gender-dependent, attention allocation strategies differ between male and female learners.
  • Future research should explore these gender-specific attention patterns to optimize online learning environments.