The Effects of Teacher’s Video as an Emotional Strategy on Students’ Learning in Multimedia Learning Environments

The present study investigated the effects of adding a teacher’s video to multimedia learning environments on learning simple and complex content. The research design was pre-test post-test experimental with 4 groups. The statistical population consisted of all undergraduate students from Tabriz University in the academic year 1399-1400. Via accessible sampling, 72 students (18 in each group) were selected and randomly assigned into four experimental groups: simple topics without a teacher’s video, simple topics with a teacher’s video, complex topics without a teacher’s video, and complex topics with a teacher’s video. A researcher- made learning test was used to assess the dependent variable. The results of two-way ANOVA showed that the interactional relationship between a teacher’s video and topic complexity had an effect on students’ learning. More specifically, while in simple topics, adding a teacher’s video to multimedia web pages improved learning, in complex topics, adding a teacher’s video to multimedia pages was found to hinder learning. Based on the results, it is recommended that two important elements be considered in designing multimedia learning environments: the role of the teacher’s video and the type of learning topic.