Students' feelings of social presence when creating learning-by-teaching educational videos for a potential audience

Abstract

Audience is emphasized in learning by teaching. This article focuses on 44 sixth-grade students who cooperatively created video-tutorials in pairs. It analyzes: 1) self-reported perception of the audience; 2) personal references in the video-tutorials; 3) audience-based verbal actions throughout the creation process. First, self-reported perception is high, especially in video production. Second, 2.23% of words are personal references, with differences between explanation (1.73%) and questions (2.91%). Third, script elaboration and video production gather most audience-based verbal actions (108 utterances): 76 come from the question part; 58 were task-based and 50 were content-based; 13 indicate knowledge building. Two contributions are underlined: attention to the audience can fluctuate; inducing social presence can trigger elaboration, but it is often not materialized.