Abstract
Understanding the role of teachers’ facial expressions in students’ learning is helpful to improve online teaching. Therefore, this study explored the effects of teacher’s facial expressions on students’ learning through analyzing three groups of video lectures. Participants were 78 students enrolled in three groups: one with an enhanced-expression teacher, one with a conventional-expression teacher, and one with the teacher’s audio only. ANOVA was used to explore whether video lectures instructed by the enhanced-expression teacher were better than those instructed by the conventional-expression teacher and the audio-only teacher for facilitating students’ learning, and what is the role of the teacher’s emotions in students’ perceived social presence, arousal level, cognitive load, and learning. The results showed that the video lecture by the enhanced-expression teacher was better than those with the conventional-expression teacher and with the audio-only for facilitating students’ social presence, arousal level, and long-term learning. Interestingly, it was found that the teacher’s emotions could relieve students’ cognitive load. These results explained the inconsistency of existing studies by exploring the mechanism of teachers’ emotions in students’ learning. It also provides teachers with practical guidance for video lecture design.
Highlights
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in PsychologyReceived: 06 July 2021 Accepted: 05 November 2021Published: 17 January 2022Citation: Wang Y (2022) To Be Expressive or Not: The Role of Teachers’ Emotions in Students’ Learning.Front
How to minimize students’ negative emotions, such as isolation, anxiety, and loneliness during online learning is one of the biggest challenges faced by teachers and researchers (Zembylas et al, 2008; Reupert et al, 2009; Regan et al, 2012; Xing et al, 2019)
Students learned with the video lecture instructed by an enhanced-expression teacher; those in the second group learned with the video lecture instructed by the same teacher with conventional expression; and students in the third group learned with the teacher’s audio of the lecture only
Summary
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in PsychologyReceived: 06 July 2021 Accepted: 05 November 2021Published: 17 January 2022Front. How to minimize students’ negative emotions, such as isolation, anxiety, and loneliness during online learning is one of the biggest challenges faced by teachers and researchers (Zembylas et al, 2008; Reupert et al, 2009; Regan et al, 2012; Xing et al, 2019). Studies support that teachers’ emotions play a key role in students’ learning. Zembylas et al (2008) found that teachers’ emotional support is essential to relieve students’ negative emotions. Reupert et al (2009) examined the importance of teachers’ presence and emotions for students’ online learning. Wang et al (2019) supported that teachers’ emotions had a positive effect on students’ satisfaction and learning. Students’ emotions depend heavily on the teacher’s teaching design
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