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¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 7 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The review reports, citing Lyons, Reysen, and Pierce (2012), that students considered the instructor's social presence in video lectures to offer more learning. → Chorianopoulos 2018 q2 i? The review reports, citing Kizilcec, Bailenson, and Gomez (2015), no significant differences in learning performance between constant and moderate talking-head presence, though some students prefer the instructor's face. → Chorianopoulos 2018 (2) q2 i? The review reports, citing Li et al. (2016), that learners preferred real or animated human presenters to real or animated robots, while recall rates were mixed across conditions and genders. → Chorianopoulos 2018 (3)

Evidence¶

Chorianopoulos 2018¶

Chorianopoulos, K. (2018). A Taxonomy of Asynchronous Instructional Video Styles. International Review of Research in Open and Distributed Learning, 19(1). https://www.irrodl.org/

q2 · i? · review · r2

Narrative review attributing to Lyons, Reysen, and Pierce (2012) a longitudinal study over 13 weeks comparing video lectures with or without a video of the instructor at the top left of the screen. The finding concerns students' perceptions of learning, not measured achievement.

"They found that students considered the social presence of the instructor in the video to offer more learning"

Chorianopoulos 2018 (2)¶

Chorianopoulos, K. (2018). A Taxonomy of Asynchronous Instructional Video Styles. International Review of Research in Open and Distributed Learning, 19(1). https://www.irrodl.org/

q2 · i? · non-significant difference reported second-hand; no effect size printed · review · r2

Narrative review attributing to Kizilcec, Bailenson, and Gomez (2015) a comparison of constant versus moderate inclusion of a talking head in slide-presentation videos. No significant learning-performance difference was found; equivalence was not tested. Preference for the face is the authors' noted observation.

"They found that there were no significant differences in terms of learning performance, but it seems that some students just prefer the presence of the instructor face"

Chorianopoulos 2018 (3)¶

Chorianopoulos, K. (2018). A Taxonomy of Asynchronous Instructional Video Styles. International Review of Research in Open and Distributed Learning, 19(1). https://www.irrodl.org/

q2 · i? · review · r2

Narrative review attributing to Li, Kizilcec, Bailenson, and Ju (2016) an examination of acceptance of a virtual avatar in place of the instructor's talking head, comparing animated human, animated robot, and real robot alternatives. Preference favored human conditions; recall was mixed.

"They found that learners preferred the real or animated human condition to the real or animated robot, but the recall rates were mixed across conditions and genders"

Discussion¶

Related Claims¶

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