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Static, dynamic, or human? The role of slide dynamics
and instructor cues in video lectures
Reuter, Timo
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Lazzara, Lukas
;
Leuchter, Miriam
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DOI:
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https://doi.org/10.1007/s11423-025-10572-0
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URL:
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https://link.springer.com/article/10.1007/s11423-0...
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Additional URL:
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https://www.researchgate.net/publication/397738210...
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URN:
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urn:nbn:de:bsz:180-madoc-712719
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Document Type:
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Article
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Year of publication Online:
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2025
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Date:
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18 November 2025
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The title of a journal, publication series:
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Educational Technology Research and Development : ET R & D
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Volume:
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tba
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Issue number:
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tba
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Page range:
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1-24
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Place of publication:
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Heidelberg ; Berlin ; Wien ; New York, NY
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Publishing house:
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Springer Science + Business Media
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ISSN:
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1042-1629 , 1556-6501
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Publication language:
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English
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Institution:
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School of Social Sciences > Unterrichtsqualität in heterogenen Kontexten (Karst 2023-)
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Pre-existing license:
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 Creative Commons Attribution 4.0 International (CC BY 4.0)
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Subject:
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370 Education
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Keywords (English):
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instructional video , signaling , instructor presence , knowledge acquisition , social presence , teacher education
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Abstract:
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The present study investigated the interplay of cognitive cues and social cues in instructional videos on students’ knowledge acquisition and sense of social presence. 312 preservice teachers took part in the study. Out of these, 238 participants were randomly assigned to one of three experimental groups receiving an asynchronous online video lecture on three research methods topics, featuring either static slides with voiceover (minimal signaling), dynamic slides with voiceover (moderate signaling), or dynamic slides with additional instructor signaling (maximum signaling). 74 participants served as a control group and completed pre- and posttests without attending the course. Perceived difficulty, invested effort, motivation, and notetaking were included as covariates. Dynamic slides did not improve knowledge acquisition compared to static slides. However, instructor signaling enhanced knowledge acquisition when perceived difficulty was high. Furthermore, instructor signaling significantly increased perceptions of social presence for two of the three investigated topics, highlighting the importance of social cues.
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 | Dieser Eintrag ist Teil der Universitätsbibliographie. |
 | Das Dokument wird vom Publikationsserver der Universitätsbibliothek Mannheim bereitgestellt. |
 | Diese Publikation ist bisher nur Online erschienen. Diese Publikation nun als "Jetzt in Print erschienen" melden. |
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