Publication Type
Journal Article
Version
acceptedVersion
Publication Date
1-2025
Abstract
This study used the gaze-cueing effect and split-attention principle to study the impact of gaze guidance and lecture recording format on attention, knowledge retention and instructor social presence. The authors analysed data from 250 participants in a mixed factorial experiment with eye-tracking, self-reported instructor social presence and a delayed knowledge measure as dependent variables. Results showed that when the instructor looked at the slide content, participants spent more time looking at it (η2p = 0.044), but instructor social presence decreased (η2p = .040). The strongest decrease occurred when the content and instructor’s image were separated in a picture-in-picture video (η2p = .107). In contrast, there was better knowledge retention when they were seamlessly integrated in a composite video (η2p = .017). The findings show that gaze cueing effects may depend on the video format, and instructors should use them strategically to balance attention and social presence.
Keywords
Video lectures, gaze guidance, split attention, instructor social presence, knowledge retention
Discipline
Educational Assessment, Evaluation, and Research | Educational Methods
Publication
Technology, Pedagogy and Education
Volume
34
Issue
5
First Page
567
Last Page
581
ISSN
1475-939X
Identifier
10.1080/1475939X.2025.2477245
Publisher
Taylor and Francis Group
Citation
ROSENTHAL, Sonny; KOMAR, John; and HO, Vanessa Simin.
An eye-tracking study of gaze guidance and visual integration effects on attention, learning, and instructor social presence. (2025). Technology, Pedagogy and Education. 34, (5), 567-581.
Available at: https://ink.library.smu.edu.sg/cis_research/409
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1080/1475939X.2025.2477245