The effect of instructor visibility on cognitive load, social presence, and learning performance in educational videos: An eye tracking study

With the increasing integration of digital technologies into educational settings, various innovations have emerged in learning processes. In this context, educational videos have become essential tools that facilitate learners' access to information and support interactive learning experiences. However, the optimal design of these videos—minimizing students' cognitive load while enhancing their learning performance and sense of social presence—remains a critical research area. Accordingly, the effects of different types of instructor visibility on student experience have gained prominence in the fields of educational technology and instructional design in recent years. This study investigates the effects of different instructor visibility conditions in educational videos (no instructor visibility, fixed instructor visibility, and user-controlled instructor visibility) on students' cognitive load, perception of social presence, and learning performance. Additionally, using eye-tracking methodology, students' visual attention distribution and focus levels were analyzed to determine the impact of instructor visibility on attentional processes. The study was structured using quantitative methods, and the findings were further supported by qualitative data for a more in-depth interpretation. The research involved three experimental groups, each consisting of 30 participants, who watched videos with different instructor visibility conditions. The first group viewed videos without instructor visibility, the second group watched videos with fixed instructor visibility, and the third group was exposed to videos with user-controlled instructor visibility. The participants' cognitive load perceptions, sense of social presence, and learning performance were compared, while eye-tracking data provided insights into attention distribution and preferences regarding instructor visibility. The findings revealed that different instructor visibility conditions significantly influenced cognitive load, social presence perception, and learning performance. Videos without instructor visibility resulted in the lowest perceived cognitive load but offered limited benefits in terms of social presence and learning performance. Videos with fixed instructor visibility enhanced social presence perception but also increased cognitive load. In contrast, user-controlled instructor visibility was found to reduce cognitive load while positively affecting social presence and learning performance. Eye-tracking data indicated that participants in the user-controlled instructor visibility group managed their attention by adjusting the instructor's visibility according to their needs. Participants tended to hide the instructor when processing complex content and make the instructor visible when they felt the need for a stronger social connection. This finding highlights the crucial role of personalized user control in attention management and learning processes. In conclusion, user-controlled instructor visibility provides a design approach that supports students' individual learning needs and enhances the learning experience. This study offers significant insights into instructional video design, particularly in reducing cognitive load, increasing social presence, and improving learning performance. The inclusion of eye-tracking data and qualitative findings contributes valuable information to future research and the development of educational video designs. .