Relationship between preference for the existence of teacher images and learning effects in online learning for junior high school students

Abstract

This research focuses on online learning, which has rapidly become widespread in recent years, and shows the results of examining the ideal way of showing teacher images in online learning content. The purpose of this study is to clarify the impact of teacher images on the learning effect. We showed the knowledge retention rate verification results up to one month after the quiz with 53 junior high school students. We conducted five quizzes with multiple choices as pseudo-online learning content without interactivity as an experimental method. We also divided the participants into two groups, one group provided content with a teacher image on the screen, and the other was not. As an index of the learning effect, we adopted the percentage of entirely correct answers in the analysis, and comparisons were made at three different timings (1) during the experiment, (2) immediately after the experiment, and (3) one month later. The entirely correct answer means the correct answer after understanding the reason for the correct explanation of the quiz. As a result, there was no clear relationship between the presence or absence of teacher images and the learning effect. It indicates that displaying the teacher image does not directly affect the knowledge retention rate. However, on the other hand, we found that the knowledge retention continued even after one month when the preference for the existence of the teacher image and the actual display matched. Furthermore, even when the preference for the presence of the teacher image and the display matched, the knowledge retention rate after one month was significantly higher in the group with the teacher image display than in the group without the presence. These results suggested that the learning effect may be seen in the matching between the preference for the existence of the teacher image and the actual presented content.