Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self‐reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor‐present video improved learners' ability to transfer information and was associated with a lower self‐reported intrinsic and extraneous load. Event‐related changes in theta band activity also indicated lower cognitive load with instructor‐present video.

中文翻译：

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融合认知负荷的主观和心理生理指标来研究讲师在场视频的效果

许多在线视频在屏幕上都配备了一位讲师，以提高学习者的参与度。然而，这种设计对学习者的认知负荷的影响尚未得到充分研究。这项研究使用认知负荷的主观和心理生理指标来调查教师在场对学习者信息处理的影响。60名大学生观看了有或没有教员在场的统计教学视频，而脑电图是通过脑电图（EEG）记录的。在视频结束时，他们还自我报告了他们在视频过程中遇到的总体负载，固有负载，外部负载和紧密负载。通过保留和转移测试评估了从视频中学习的情况。结果表明，在讲师面前播放的视频提高了学习者传递信息的能力，并且与自我报告的较低的内在和外在负担相关。与θ带活动有关的事件变化也表明，讲师在场的录像带降低了认知负担。