Enhancing student memorisation through teacher webcam usage and the interplay of social presence

[EN] This study explores the impact of teachers’ webcam activation on students’ cognitive processes and learning outcomes within online education. It investigates how the presence of teachers’ webcams influences visual attention, cognitive load, and memory retention in an online classroom setting, e...

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Detalhes bibliográficos
Autores: Costa Feito, Aroa, Saavedra, Álvaro, Barta, Sergio
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2025
País:España
Recursos:Universidad de León
Repositório:BULERIA. Repositorio Institucional de la Universidad de León
OAI Identifier:oai:buleria.unileon.es:10612/26089
Acesso em linha:https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00554-w
https://hdl.handle.net/10612/26089
Access Level:Acceso aberto
Palavra-chave:Educación
Marketing
Universidades
Online learning
Webcam
Visual attention
Cognitive load
Memorisation
Social presence
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spelling Enhancing student memorisation through teacher webcam usage and the interplay of social presenceCosta Feito, AroaSaavedra, ÁlvaroBarta, SergioEducaciónMarketingUniversidadesOnline learningWebcamVisual attentionCognitive loadMemorisationSocial presence[EN] This study explores the impact of teachers’ webcam activation on students’ cognitive processes and learning outcomes within online education. It investigates how the presence of teachers’ webcams influences visual attention, cognitive load, and memory retention in an online classroom setting, emphasising the role of social presence in enhancing the online learning experience. A laboratory experiment involving 132 participants gathered data through neurophysiological measurements and surveys, with analysis conducted via Macro PROCESS for SPSS. Findings indicate that an active webcam negatively affects students’ lesson focus. Moreover, cognitive load positively influences students’ memorisation. Social presence emerged as a key moderator in the relationship between teachers’ webcam activation and students’ lesson focus, underscoring its significance in improving online learning experiences. These insights provide valuable implications for optimising online teaching strategies, aiming to enhance student outcomes in online environments. By highlighting the effects of social presence, this research advocates for tailored approaches that encourage active participation and foster a sense of community in online classroomsSIThis work was supported by the European Social Fund and the Government of Aragon (“METODO” Research Group S20_23R); project TED2021-129513B-C21, funded by MCIN/AEI/https://doi.org/10.13039/501100011033 and by the European Union “NextGenerationEU”/PRTR; and by the University of León (Spain) through the Grant Program for Doctoral Studies 2021.SpringerComercializacion e Investigacion de MercadosFacultad de Ciencias Economicas y Empresariales2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00554-whttps://hdl.handle.net/10612/26089reponame:BULERIA. Repositorio Institucional de la Universidad de Leóninstname:Universidad de LeónIngléshttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:buleria.unileon.es:10612/260892026-06-24T12:43:27Z
dc.title.none.fl_str_mv Enhancing student memorisation through teacher webcam usage and the interplay of social presence
title Enhancing student memorisation through teacher webcam usage and the interplay of social presence
spellingShingle Enhancing student memorisation through teacher webcam usage and the interplay of social presence
Costa Feito, Aroa
Educación
Marketing
Universidades
Online learning
Webcam
Visual attention
Cognitive load
Memorisation
Social presence
title_short Enhancing student memorisation through teacher webcam usage and the interplay of social presence
title_full Enhancing student memorisation through teacher webcam usage and the interplay of social presence
title_fullStr Enhancing student memorisation through teacher webcam usage and the interplay of social presence
title_full_unstemmed Enhancing student memorisation through teacher webcam usage and the interplay of social presence
title_sort Enhancing student memorisation through teacher webcam usage and the interplay of social presence
dc.creator.none.fl_str_mv Costa Feito, Aroa
Saavedra, Álvaro
Barta, Sergio
author Costa Feito, Aroa
author_facet Costa Feito, Aroa
Saavedra, Álvaro
Barta, Sergio
author_role author
author2 Saavedra, Álvaro
Barta, Sergio
author2_role author
author
dc.contributor.none.fl_str_mv Comercializacion e Investigacion de Mercados
Facultad de Ciencias Economicas y Empresariales
dc.subject.none.fl_str_mv Educación
Marketing
Universidades
Online learning
Webcam
Visual attention
Cognitive load
Memorisation
Social presence
topic Educación
Marketing
Universidades
Online learning
Webcam
Visual attention
Cognitive load
Memorisation
Social presence
description [EN] This study explores the impact of teachers’ webcam activation on students’ cognitive processes and learning outcomes within online education. It investigates how the presence of teachers’ webcams influences visual attention, cognitive load, and memory retention in an online classroom setting, emphasising the role of social presence in enhancing the online learning experience. A laboratory experiment involving 132 participants gathered data through neurophysiological measurements and surveys, with analysis conducted via Macro PROCESS for SPSS. Findings indicate that an active webcam negatively affects students’ lesson focus. Moreover, cognitive load positively influences students’ memorisation. Social presence emerged as a key moderator in the relationship between teachers’ webcam activation and students’ lesson focus, underscoring its significance in improving online learning experiences. These insights provide valuable implications for optimising online teaching strategies, aiming to enhance student outcomes in online environments. By highlighting the effects of social presence, this research advocates for tailored approaches that encourage active participation and foster a sense of community in online classrooms
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00554-w
https://hdl.handle.net/10612/26089
url https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00554-w
https://hdl.handle.net/10612/26089
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:BULERIA. Repositorio Institucional de la Universidad de León
instname:Universidad de León
instname_str Universidad de León
reponame_str BULERIA. Repositorio Institucional de la Universidad de León
collection BULERIA. Repositorio Institucional de la Universidad de León
repository.name.fl_str_mv
repository.mail.fl_str_mv
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