ArticleJournal of Intelligence2022
Learners with Low Working Memory Capacity Benefit More from the Presence of an Instructor's Face in Video Lectures.
Article in Journal of Intelligence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed, 21 citations in OpenAlex.
- Cognitive Load and Working Memory in Multimedia Video Podcasts: Effects of Elaborative and Seductive Details.Journal of Intelligence · 2026Article
- The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load.BMC medical education · 2024Article
- Quality and reliability of Alzheimer's disease videos on Douyin and Bilibili: A cross-sectional content analysis study.Digital healthArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 3 institutions in 2 countries.
Funding
Abstract
This current study explores the influence of learners' working memory capacity (WMC) on the facilitation effect of an instructor's presence during video lectures. Sixty-four undergraduates were classified into high and low WMC groups based on their performance in an operation span task. They watched three types of video lectures on unfamiliar topics in a random order: video lectures with an instructor's voiceover but without presence (VN), video lectures with the instructor's face picture (VP), and video lectures with the same instructor talking (VV). We collected their eye movement data during the video lectures and their learning performance in the comprehension tests following each video. Two-way ANOVA and post-hoc analyses showed that the instructor's presence significantly improved comprehension performance in only the low WMC group. They allocated more attention to the instructor's face picture and talking head than the high WMC group. Our results highlight the value of the instructor's presence as a social cue in video lectures, which is particularly beneficial for learners with a low WMC.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.