View in EDS

Optimising Arousal in Learner-Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos

Saved in:
Bibliographic Details
Title: Optimising Arousal in Learner-Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos
Language: English
Authors: Tristan H. S. de Jonge (ORCID 0009-0003-9983-4223), Timo Kegelaar (ORCID 0009-0005-9537-6784), Fabiola Figueroa Esquivel (ORCID 0000-0003-1939-3732)
Source: Journal of Computer Assisted Learning. 2025 41(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Projects, Multimedia Materials, Nonverbal Communication, Comparative Analysis, Handheld Devices, Audio Equipment, Video Technology, Electronic Publishing, Learning Processes, Arousal Patterns, College Students
DOI: 10.1111/jcal.70085
ISSN: 0266-4909
1365-2729
Abstract: Background: Learner-generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner-generated digital media formats. One potential area of divergence lies in the arousal levels evoked during media creation due to varying emphasis on the audience, which might depend on the inclusion of facial recording. Aims: This study examines the impact of facial recording in learner-generated digital media tasks by comparing learner-generated instructional videos and podcasts on their impact on learning and examining whether these effects are mediated through arousal. It develops a single-item measure to assess arousal during learner-generated digital media activities, addressing limitations of existing scales. Sample: The total sample consisted of 89 university students, of whom 27 were included in the validation phase, and 62 were included in the main analysis. Methods: The study utilised a survey covering demographic information and arousal-related questions, and a multiple-choice comprehension test. Results: Creating an instructional video led to higher levels of social presence-related arousal compared to creating an instructional podcast. This arousal completely mediated the differences in learning outcomes between the two media. Higher arousal was associated with improved performance up to a certain point, beyond which additional arousal hindered learning. Conclusions: The study confirmed that learner-generated digital media with facial recording (videos) evoke more arousal compared to media without facial recording (podcasts). Different types of learner-generated digital media, by eliciting varying levels of arousal, may be more or less advantageous depending on the educational context.
Abstractor: As Provided
Notes: https://osf.io/abf9g/?view_only=b779e07524814744b2a47721687dea0f
Entry Date: 2025
Accession Number: EJ1478157
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1478157
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Optimising Arousal in Learner-Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tristan+H%2E+S%2E+de+Jonge%22">Tristan H. S. de Jonge</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-9983-4223">0009-0003-9983-4223</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timo+Kegelaar%22">Timo Kegelaar</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9537-6784">0009-0005-9537-6784</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fabiola+Figueroa+Esquivel%22">Fabiola Figueroa Esquivel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1939-3732">0000-0003-1939-3732</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(4).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Arousal+Patterns%22">Arousal Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.70085
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Learner-generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner-generated digital media formats. One potential area of divergence lies in the arousal levels evoked during media creation due to varying emphasis on the audience, which might depend on the inclusion of facial recording. Aims: This study examines the impact of facial recording in learner-generated digital media tasks by comparing learner-generated instructional videos and podcasts on their impact on learning and examining whether these effects are mediated through arousal. It develops a single-item measure to assess arousal during learner-generated digital media activities, addressing limitations of existing scales. Sample: The total sample consisted of 89 university students, of whom 27 were included in the validation phase, and 62 were included in the main analysis. Methods: The study utilised a survey covering demographic information and arousal-related questions, and a multiple-choice comprehension test. Results: Creating an instructional video led to higher levels of social presence-related arousal compared to creating an instructional podcast. This arousal completely mediated the differences in learning outcomes between the two media. Higher arousal was associated with improved performance up to a certain point, beyond which additional arousal hindered learning. Conclusions: The study confirmed that learner-generated digital media with facial recording (videos) evoke more arousal compared to media without facial recording (podcasts). Different types of learner-generated digital media, by eliciting varying levels of arousal, may be more or less advantageous depending on the educational context.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://osf.io/abf9g/?view_only=b779e07524814744b2a47721687dea0f
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1478157
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478157
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.70085
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Multimedia Materials
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Audio Equipment
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Arousal Patterns
        Type: general
      – SubjectFull: College Students
        Type: general
    Titles:
      – TitleFull: Optimising Arousal in Learner-Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tristan H. S. de Jonge
      – PersonEntity:
          Name:
            NameFull: Timo Kegelaar
      – PersonEntity:
          Name:
            NameFull: Fabiola Figueroa Esquivel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0266-4909
            – Type: issn-electronic
              Value: 1365-2729
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Computer Assisted Learning
              Type: main
ResultId 1