Lack of instructor embodiment in tutorials may limit effectiveness for DHH students¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A couple of comments suggested that the lack of embodiment by the instructor, such as whiteboard demonstration or engagement with slides, limited the tutorials' effectiveness. → Gehret 2025

Evidence¶

Gehret 2025¶

Gehret, A. U., & Elliot, L. B. (2025). Perceptions of e-learning by deaf and hard of hearing students using asynchronous multimedia tutorials. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10476-z

q2 · i? · qualitative · r2

A couple of comments suggested that the lack of embodiment by the instructor, such as virtual whiteboard demonstration of problem-solving or engagement with the visual presentation slides, limited the tutorials' effectiveness for those students.

"A couple of comments suggested that the lack of embodiment by the instructor (i.e., virtual whiteboard demonstration of problem-solving, engagement with the visual presentation slides), limited the effectiveness of tutorials for them."

Discussion¶

Related Claims¶

• Guo et al. found engagement depends on video production style: short videos, talking heads on slides, Khan-style drawing more engaging than slides or coding, classroom recording weak online — related
• Human embodiment in video: perceived social presence benefits learning ratings, but instructor-face inclusion shows no significant learning-performance difference, and learners prefer human over robot presenters with mixed recall — related
• Presentation slide visuals were the feature most cited by DHH students for facilitating learning — related