Learners reported higher perceived learning and satisfaction and lower mental effort with the instructor video, despite no performance gains — a perception-performance gap¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i1–i3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Perceived learning was significantly higher in the with condition (d = 0.953). → Yu-Jr Lan 2026 q3 i3 Satisfaction was significantly higher in the with condition (d = 0.812). → Yu-Jr Lan 2026 (2) q3 i1 Reported mental effort was significantly lower in the with condition (d = −0.36). → Yu-Jr Lan 2026 (3)

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 · i3 · causal · r2

Paired-samples t-tests on 9-point Likert perception items (translated and back-translated into Japanese). Perceived learning favored the with condition with d = 0.953; the article prints t (19), which appears inconsistent with the 50-participant sample.

"Participants in the with condition reported higher levels of perceived learning (M = 7.72, SD = 1.13) compared to participants in the without condition (M = 6.72, SD = 1.39), t (19) = 5.740, p <.001, d = 0.953, 95% CI [0.614; 1.284]."

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

q3 · i3 · causal · r2

Paired-samples t-test on satisfaction ratings; the with condition scored higher with d = 0.812. Open-ended responses described instructor presence as "useful," "reassuring," and "easy to understand" most often, though some found it "distracting."

"Participants in the with condition also reported higher levels of satisfaction (M = 7.76, SD = 1.12) compared to participants in the without condition (M = 6.64, SD = 1.38), t (49) = 6.736, p <.001, d = 0.812, 95% CI [0.488; 1.129]."

Yu-Jr Lan 2026 (3)¶

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 · i1 · causal · r2

Paired-samples t-test on perceived mental effort; the with condition reported lower effort with d = −0.36. The authors connect this to stress and anxiety expressed through SCL.

"participants in the with condition reported lower levels of mental effort (M = 2.36, SD = 1.40) compared to participants in the without condi-tion (M = 2.86, SD = 1.68), t (49) = −2.546, p =.014, d = − 0.36, 95% CI [−0.644; − 0.072]."

Discussion¶

Related Claims¶

• Skin conductance level did not differ significantly between instructor-presence conditions, though arousal patterns appeared to vary with content difficulty
• Providing elaborate explanations and summary interactives instead of just scores increases students' perceptions of engagement and understanding and reduces mind wandering — related
• AI assistance reduces subjective mental effort across all tasks even when it does not reduce completion time, dissociating time and effort — a broader claim this one bears on
• Instructor video presence produced no significant difference in retention or transfer of Mandarin tone distinction among true-beginner learners — related
• Learners invest more mental effort in media they perceive as difficult, so multimedia should raise perceived demand characteristics — related
• 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 — related