Social presence from social cues can improve task performance (social facilitation) but may impair performance on complex tasks (social inhibition)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Non-interactive learning materials like videos or audio messages increase the perception of social presence, thereby increasing learning performance when social cues are included. → Sascha Schneider 2021 q2 i? Social presence can also lead to negative performance effects, with task complexity suggested as a moderating variable. → Sascha Schneider 2021

Evidence¶

Sascha Schneider 2021¶

Sascha Schneider, Maik Beege, Steve Nebel, Lenka Schnaubert, Günter Daniel Rey. (2021). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review. https://doi.org/10.1007/s10648-021-09626-5

q2 · i? · review · r2

Narrative review attributing this finding to Mayer (2014b): even non-interactive materials raised perceived social presence and learning performance. The article reports no effect size and no sample details for this cited result.

"It was shown that even non-interactive learning materials like videos or audio messages increase the perception of social presence (Mayer 2014b), thereby increasing learning performance when social cues are included."

Discussion¶

Related Claims¶

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