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Objectifying the classroom: Examining self-objectification and its effects on cognitive resources within virtual

Leah R Savage1, Amelia C Couture Bue2

  • 1Department of Communication & Journalism, University of Maine, 5724 Dunn Hall, Room 420, Orono, ME 04469, USA.

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Summary
This summary is machine-generated.

Videoconferencing self-view settings may impact cognitive performance. Turning the camera off or on without self-view showed varied effects on math test scores among female students.

Keywords:
Cognitive loadCollege womenRemote educationSelf-objectificationZoom fatigue

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Area of Science:

  • Psychology
  • Human-Computer Interaction
  • Cognitive Science

Background:

  • Videoconferencing platforms (e.g., Zoom) feature a self-view setting, enabling continuous appearance monitoring.
  • This continuous self-monitoring raises concerns about self-objectification, which is linked to reduced cognitive performance and potential learning impairments.

Purpose of the Study:

  • To investigate the effects of different videoconferencing camera settings on body image and cognitive performance in female college students.
  • To determine if self-view settings on videoconferencing platforms influence self-objectification, appearance anxiety, and cognitive task outcomes.

Main Methods:

  • 167 female college students were randomly assigned to one of three conditions: camera with self-view, camera without self-view, or camera off.
  • Participants engaged in a collaborative task, completed self-report measures for self-objectification and appearance anxiety, and took a standardized math test.

Main Results:

  • No significant differences were found in state self-objectification or appearance anxiety across the camera conditions.
  • Participants in the camera without self-view condition performed significantly worse on the math test compared to those with their cameras off.
  • Higher trait self-objectification correlated with increased appearance anxiety but did not moderate the effect of camera settings on cognitive performance.

Conclusions:

  • Videoconferencing camera settings, specifically the presence or absence of self-view, can meaningfully impact cognitive performance.
  • While self-view did not increase state self-objectification, its absence negatively affected performance on a cognitive task, suggesting a complex relationship between virtual presence and cognition.