The impact of camera angles in learning videos on the perception of teaching excellence and emotional connectedness of students in the creative industries

Dennis A Olsen

Abstract


With the use of learning videos in higher education (HE) on the rise, and an increased importance assigned to the perception of teaching excellence by students in the United Kingdom (UK) and worldwide, this paper considers the impact of camera angles on students’ perception of teaching excellence and students’ emotional connectedness. Two focus groups comprising undergraduate students studying full time in subjects of the creative industries watched and discussed two videos with identical content (a presenter, presenting) but different camera angles – low-shot versus eye-level. The videos were provided as part of the course materials. The responses elicited in the focus groups suggest that an eye-level camera shot positively affects student perception of the presenter’s credibility, goodwill and professionalism in learning videos. At the same time, findings call into question the suitability of presenter-focused learning videos altogether for the teaching of creative industries subjects in HE, since students perceive that they lack sufficient presenter sparkle to enthuse, motivate and engage their audience.


Keywords


learning design, learning videos, camera angle, teaching excellence, creative industries

Full Text:

PDF

References


Ashwin, P. (2017) ‘Making sense of the teaching excellence framework (TEF) results.’ A Centre for Global Higher Education policy briefing by Paul Ashwin. Times Higher Education. Available at: https://www.timeshighereducation.com/news/teaching-excellence-framework-tef-results-2017 (Accessed: 1 April 2020).

Barnett, R. (2007) A Will to Learn: Being a Student in an Age of Uncertainty. Maidenhead, Berkshire: Open University Press. ISBN: 9780335223800

Boer, J.D. (2013) Learning from video: viewing behavior of students. Enchede: University of Groningen. ISBN: 9789461917683

Burgess, A., Senior, C. and Moores, E. (2018) ‘A 10-year case study on the changing determinants of university student satisfaction in the UK.’ PLoS ONE, 13(2), e0192976. Available at: https://doi.org/10.1371/journal.pone.0192976 (Accessed: 1 April 2020).

Cao, X. (2013) ‘The Effects of Facial Close-Ups and Viewers’ Sex on Empathy and Intentions to Help People in Need.’ Mass Communication and Society, 16(2), 161-178. Available at: https://doi.org/10.1080/15205436.2012.683928 (Accessed: 1 April 2020).

Fried, R. (2001) The Passionate Teacher. Boston: Beacon Press. ISBN: 0807031437

Gorissen, P., van Bruggen, J. and Jochems, W. (2012) ‘Students and recorded lectures: Survey on current use and demands for higher education.’ Research in Learning Technology, 20(1063519), 297-311. Available at: https://doi.org/10.3402/rlt.v20i0.17299 (Accessed: 1 April 2020).

Greenberg, A.D. and Zanetis, J. (2012) The Impact of Broadcast and Streaming Video in Education. Available at: http://www.cisco.com/web/strategy/docs/education/ciscovideowp.pdf (Accessed: 1 April 2020).

Guo, P.J., Kim, J. and Rubin, R. (2014) ‘How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos.’ ACM, 14, 41-50. Available at: https://doi.org/10.1145/2556325.2566239 (Accessed: 1 April 2020).

Hansch, A., Newman, C., Hillers, L., Schildhauer, T., McConachie, K. and Schmidt. P. (2015) Video and Online Learning: Critical Reflections and Findings From the Field (discussion paper 2015-02). Berlin: Alexander von Humboldt Institut für Internet und Gesellschaft. Available at: http://dx.doi.org/10.2139/ssrn.2577882 (Accessed: 1 April 2020).

Johnson, L., Adams Becker, S., Estrada, V. and Freeman, A. (2014) The NMC horizon report: 2014 higher education edition. Available at: http://cdn.nmc.org/media/2014-nmc-horizon-report-he- EN-SC.pdf (Accessed: 1 April 2020).

Koumi, J. (2006) Designing video and multimedia for open and flexible learning. Oxon: Routledge. ISBN: 9780415383035

Kuchenbuch, T. (2005) Filmanalyse. Theorien. Methoden. Kritik. Vienna: Böhlau Verlag. ISBN: 9783825226480

Liston, D. and Garrison, J. (2004) Teaching, Learning, and Loving. New York: Routledge. ISBN: 9780415945158

Lui, K. (2020) ‘ “It’s OK to feel anxious.” How a professor in China faced coronavirus disruptions and fears.’ Science. Available at: https://www.sciencemag.org/careers/2020/03/it-s-ok-feel-anxious-how-professor-china-faced-coronavirus-disruptions-and-fears (Accessed: 1 April 2020).

Mayring, P. (2014) Qualitative Content Analysis. Theoretical Foundation, Basic Procedures and Software Solution. Klagenfurt: Beltz. Available at: https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173 (Accessed: 1 April 2020).

Mohr, K. and Mohr, E. (2017) Understanding Generation Z Students to Promote a Contemporary Learning Environment. Journal on Empowering Teaching Excellence, 1(1), 84-94. Available at: https://doi.org/10.15142/T3M05T (Accessed: 1 April 2020).

Pring, R. Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea, A., Rees, G., Spours, K. and Wilde, S. (2009) Education for All. Oxon: Routledge. ISBN: 9780415547222

Ramlatchan, M. and Watson, G.S. (2017) ‘Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy.’ In: Simonson, M. and Seepersaud, D. (eds.), 40th Anual Proceeding. Selected Research and Development papers – Volume 1, 80-85. The Annual Convention of the Association for Educational Communications and Technology. Available at: https://www.tresystems.com/proceedings/documents/2017_jacksonville_volume1.pdf (Accessed: 1 April 2020)

Ramlatchan, M. and Watson, G.S. (2020) ‘Enhancing Instructor Credibility and Immediacy in the Design of Distance Learning Systems and Virtual Classroom Environments.’ The Journal of Applied Instructional Design, 9(2). Available at: https://edtechbooks.org/jaid_9_2/enhancing_instructor (Accessed: 29 July 2020).

Reysen, S. (2005) ‘Construction of a new scale: The Reysen Likability Scale.’ Social Behavior and Personality, 33(2), 201-208. Available at: https://doi.org/10.2224/sbp.2005.33.2.201 (Accessed: 1 April 2020).

Rossi, C. (2020) ‘Screened Interiors: Researching Homes in Lockdown.‘ In: Midgelow V.L. (ed.), Doing Arts Research in a Pandemic. Location: The Culture Capital Exchange, 65-66. Available at: https://www.theculturecapitalexchange.co.uk/2020/06/02/doing-arts-research-in-a-pandemic-2/ (Accessed: 29 July 2020).

Schwender, C. (2006) Medien und Emotionen. Evolutionspsychologische Bausteine einer Medientheorie. Wiesbaden: Deutscher Universitätsverlag. ISBN: 978-3835060456

Siemens, G., Gašević, D. and Dawson, S. (2015) Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Edinburgh: MOOC Research Initiative. Available at: https://www.research.ed.ac.uk/portal/en/publications/preparing-for-the-digital-university(585b85b0-74b2-4e31-8697-255c649183a6).html (Accessed: 1 April 2020).

Su, F. and Wood, M. (2012) ‘What makes a good university lecturer? Students’ perceptions on teaching excellence.’ Journal of Applied Research in Higher Education, 4(2), 142-155. Available at: https://doi.org/10.1108/17581181211273110 (Accessed: 1 April 2020).

Vaughan, D. and Yorke, D. (2009) ‘I can’t believe it’s not better’: The Paradox of NSS scores for Art & Design. Available at: https://www.advance-he.ac.uk/knowledge-hub/i-cant-believe-its-not-better-paradox-nss-scores-art-design?PageSpeed=noscript (Accessed: 1 April 2020).

Venema, V. (2020) ‘Coronavirus: “It’s just anxiety, anxiety, anxiety”.’ BBC News Stories. Available at: https://www.bbc.co.uk/news/stories-52110460 (Accessed: 1 April 2020).

Yousef, A., Chatti, M. and Schroeder, U. (2014) ‘Video-Based Learning: A Critical Analysis of The Research Published in 2003-2013 and Future Visions.’ In: eLmL 2014,The Sixth International Conference on Mobile, Hybrid and On-line Learning 112-119. Available at: http://www.thinkmind.org/download.php?articleid=elml_2014_5_30_50050 (Accessed: 1 April 2020).




DOI: https://doi.org/10.21100/compass.v14i1.1107

Refbacks

  • There are currently no refbacks.