Abstract
This meta-analysis explores the impact of positive instructors on learning from instructional videos. Both the contagion theory and the cognitive-affective theory of learning with media suggest that positive instructors can facilitate learning. This review analyzed 37 studies reporting various outcomes, including positive emotion, motivation, attention, cognitive load, learning experience, learning satisfaction, self-efficacy, and learning achievement. The overall findings revealed that positive instructors in instructional videos significantly enhanced learners’ positive emotion, motivation, learning experience, learning satisfaction, and learning achievement, and encouraged student attention to the instructor. However, no significant effect was found regarding attention paid to visual materials, cognitive load, and self-efficacy. A series of moderating effect analyses were also conducted. The results indicated that the impact of positive instructors is influenced by instructor characteristics and emotional expressions, as well as other factors independent of the instructors. These findings provide systematic evidence and practical insights for the design of effective instructional videos.
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The data that support the findings of this study are available from the corresponding author upon reasonable request.
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Funding
This work was supported by the National Natural Science Foundation of China under Grant [62007023, 62177027]; the Social Science Foundation of Shaanxi Province under Grant [2020P021].
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The authors of this research paper have made the following contributions to the study:
Author 1: Fangfang Zhu.
Conceptualization of the research project.
Data collection and analysis.
Interpretation of results.
Manuscript writing and revision.
Author 2: Zhongling Pi.
Literature review.
Theoretical framework development.
Data collection and analysis.
Manuscript writing and revision.
Author 3: Jiumin Yang.
Design and implementation of research methodology.
Data collection and analysis.
Manuscript writing and revision.
All authors have actively participated in the review and approval of the final manuscript. Each author has contributed significantly to the intellectual content and interpretation of the findings. The authors declare that they have no competing interests and have appropriately acknowledged all sources used in this study.
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Zhu, F., Pi, Z. & Yang, J. Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review. Educ Psychol Rev 36, 47 (2024). https://doi.org/10.1007/s10648-024-09859-0
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DOI: https://doi.org/10.1007/s10648-024-09859-0