Role of the Instructor’s Social Cues in Instructional Videos

Little attention has been paid to whether an instructor’s hand-pointing gestures or use of a mouse-guided arrow can mitigate the attentional loss caused by an instructor’s happy facial expressions or can enhance the social benefits of these expressions in instructional videos. The goal of the present study is to determine whether social cues in an instructional video affect learning processes and outcomes. The participants were 57 female students from a university. We employed a 2 × 2 mixed experimental design. The instructor’s facial expression was a within-subject variable, while the type of pointing cue was a between-subject variable. Students who had the smiling instructor rather than the bored instructor gave higher ratings of the perceived positive emotion of the instructor, felt more positive emotion, and had more motivation to learn. Eye-tracking technology showed that students who learned with the smiling instructor spent more time looking at the content on the slides than those who learned with a bored instructor. Students who learned with the smiling instructor scored higher on a learning outcome post-test than those who learned with the bored instructor. Among female Chinese students, this pattern is consistent with the five steps posited by the positivity principle, which concludes that people learn better from instructors who exhibit positive social cues. Pointing with a human hand was not superior to pointing with an arrow, suggesting that in this case hand-pointing was not a strong social cue and did not moderate the effects of facial expression. Given the exclusively female sample, future research should examine whether these effects generalize across genders.