Skin conductance level did not differ significantly between instructor-presence conditions, though arousal patterns appeared to vary with content difficulty¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2–q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? SCL change from baseline showed no significant condition difference in either learning or task phase. → Yu-Jr Lan 2026 q2 i? Descriptively, arousal appeared higher with the instructor for easier Tones 1&2 and higher without the instructor for harder Tones 3&4, but the partially crossed design prevented statistical testing of this interaction. → Yu-Jr Lan 2026 (2)

Evidence¶

Yu-Jr Lan 2026¶

Yu-Jr Lan, Emmanuel Manalo. (2026). Incorporating instructor presence in a multimedia language learning context. Instructional Science. https://doi.org/10.1007/s11251-026-09814-2

q3 · i? · causal · r2

EDA analysis with 47 participants after excluding three non-responders. No significant SCL difference in either phase; the printed d values (−0.196, −0.072) are below 0.2 but the article frames these as non-significant, so no effect-size magnitude is asserted.

"A two-tailed paired-samples t-test indicated that there was no statistically significant difference between the with and without conditions in either the learning phase (t (46) = −1.346, p =.185, d = − 0.196, 95% CI [−0.484; 0.093]) or the task phase (t (46) = −0.492, p =.625, d = − 0.072, 95% CI [−0.358; 0.215])."

Yu-Jr Lan 2026 (2)¶

Yu-Jr Lan, Emmanuel Manalo. (2026). Incorporating instructor presence in a multimedia language learning context. Instructional Science. https://doi.org/10.1007/s11251-026-09814-2

q2 · i? · causal · r2

Descriptive pattern from Fig. 6 across the two stimulus videos; the authors state the partially crossed design meant "potential interactions between instructor presence and tone difficulty could not be fully modeled statistically" and should be interpreted with caution.

"without condition participants manifested higher autonomic arousal during both learning and task phases when the learning content was Tones 3&4, while with condition participants manifested higher autonomic arousal during both learning and task phases when the learning content was Tones 1&2."

Discussion¶

Related Claims¶

• Instructor video presence produced no significant difference in tone production correctness, acceptability, or confidence, though with-condition means were descriptively higher on correctness and acceptability
• Instructor video presence produced no significant difference in retention or transfer of Mandarin tone distinction among true-beginner learners
• Learners reported higher perceived learning and satisfaction and lower mental effort with the instructor video, despite no performance gains — a perception-performance gap
• Physiological measures have limited validity for effort, especially for distinguishing data-driven from goal-driven effort — a broader claim this one bears on
• No differences were found on mental effort during instruction or on transfer across illusion-of-control and instruction-method conditions — related