Learning declarative and procedural knowledge through instructor-present videos: learning effectiveness, mental effort, and visual attention allocation

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dc.contributor.authorPolat, Hamza
dc.contributor.authorKayaduman, Halil
dc.contributor.authorTas, Nurullah
dc.contributor.authorBattal, Ali
dc.contributor.authorKaban, Abdullatif
dc.contributor.authorBayram, Erkan
dc.date.accessioned2026-04-04T13:37:26Z
dc.date.available2026-04-04T13:37:26Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractThe presence of on-screen instructors in educational videos, as well as the contextual conditions surrounding their use, constitutes a critical aspect of instructional video design. Variables such as the type of instructor - whether a human presenter or a pedagogical agent - and the characteristics of the knowledge type affect learning outcomes. However, the literature remains inconclusive regarding how the presence and presentation style of on-screen instructors influence learning outcomes across different knowledge types. Therefore, this study investigates the impact of an instructor's presence in educational videos on learning outcomes, mental effort, and visual attention allocation, with a focus on the knowledge domain. A three-by-two between-subjects factorial design was employed, with video type (no on-screen instructor, human instructor, animated pedagogical agent) and knowledge type (declarative, procedural) as the independent variables. A total of 160 university students participated in the study. Results indicated that instructor presence influenced retention and visual attention allocation depending on the knowledge domain. Procedural knowledge videos led to higher transfer scores and mental effort than declarative ones. Importantly, however, the presence of an on-screen instructor - whether human or a pedagogical agent - did not produce differences in mental effort or learning transfer. Both human and animated pedagogical agent drew learners' visual attention, potentially dividing it between the instructor and the learning content, whereas videos without instructors directed visual attention more exclusively toward the content itself. These findings highlight the importance of knowledge type in determining the effectiveness of on-screen instructors, suggesting pedagogical agents as viable alternatives to human instructors.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [122K596]; Scientific Research Projects of Ataturk University [SAB-2022-10455]
dc.description.sponsorshipThis work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) under Grant No. 122K596; Scientific Research Projects of Ataturk University under Grant No. SAB-2022-10455.
dc.identifier.doi10.1007/s11423-025-10559-x
dc.identifier.endpage3513
dc.identifier.issn1042-1629
dc.identifier.issn1556-6501
dc.identifier.issue6
dc.identifier.orcid0000-0002-9646-7507
dc.identifier.scopus2-s2.0-105018026648
dc.identifier.scopusqualityQ1
dc.identifier.startpage3479
dc.identifier.urihttps://doi.org/10.1007/s11423-025-10559-x
dc.identifier.urihttps://hdl.handle.net/11616/109813
dc.identifier.volume73
dc.identifier.wosWOS:001587257800001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEtr&D-Educational Technology Research and Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectInstructor presence
dc.subjectAnimated pedagogical agent
dc.subjectKnowledge domain
dc.subjectEducational video
dc.subjectEye movements
dc.titleLearning declarative and procedural knowledge through instructor-present videos: learning effectiveness, mental effort, and visual attention allocation
dc.typeArticle

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