Teaching enthusiasm in video lectures: Evidence from two experimental studies

Polat H., Kursun E., Tasdelen U., Eygu S., Taslibeyaz E., Karaman S.

Journal of Research on Technology in Education, 2024 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2024
  • Doi Number: 10.1080/15391523.2024.2425437
  • Journal Name: Journal of Research on Technology in Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Business Source Elite, Business Source Premier, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Keywords: Teaching enthusiasm, video lecture, on-screen instructor, experimental design
  • Ataturk University Affiliated: Yes

Abstract

While teaching enthusiasm is crucial in traditional classroom settings, its impact on learning processes in digital learning environments still needs to be explored. This study examines the impact of teaching enthusiasm in instructional videos on cognitive and affective learning outcomes. Two separate experiments were conducted at different times: one with 9th-grade students and another with 10th-grade students. Participants viewed instructional videos including either higher or lower levels of teaching enthusiasm, and their cognitive learning outcomes (retention and transfer), social presence, lecture engagement, and motivation were measured. The study revealed that despite the significant difference between the groups regarding perceived teaching enthusiasm, higher enthusiasm did not significantly impact learning outcomes. The study suggests that increased enthusiasm in lecture videos may not necessarily enhance cognitive and affective learning outcomes. Further studies are needed to explore how instructional enthusiasm affects learning outcomes in different situations and with various types of videos.