Student camera use in synchronous classrooms: A two-study exploration of CTML’s embodiment principle

Two studies were conducted to ascertain whether or not the embodiment principle of the Cognitive Theory of Multimedia Learning would apply to student's use of cameras in synchronous online instruction. Results from a cross-sectional dataset indicate that students who utilize their cameras repor...

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Bibliographic Details
Published in:Journal of communication pedagogy (Print) 2023-01, Vol.7, p.91-110
Main Authors: Johnson, Zac, Knoster, Kevin
Format: Article
Language:English
Subjects:
camera use
Classroom management
cognitive theory of multimedia learning (ctml)
Curricula
Education
Evaluation
Learning
online learning
Psychology
Simulation methods
student-to-student communication
Students
Study and teaching
zoom pedagogy
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Description
Summary:Two studies were conducted to ascertain whether or not the embodiment principle of the Cognitive Theory of Multimedia Learning would apply to student's use of cameras in synchronous online instruction. Results from a cross-sectional dataset indicate that students who utilize their cameras report more positive outcomes than students who do not utilize their cameras. Results from a quasi-experimental design indicate that students do not report any significant differences between experiencing classes where their peers keep their cameras-on or when their peers keep their cameras-off.
ISSN:2640-4524
2578-2568
DOI:10.31446/JCP.2023.1.07