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<p>The absence of real-time interaction in instructional videos can contribute to emotional disengagement and perceived isolation, underscoring the need for more emotionally responsive instructional design. This study examined how two instructor-delivered emotional cues, facial expressions (smiling vs. neutral) and praise (present vs. absent), influence learners’ emotions, attention, cognitive load, self-efficacy, and learning performance in asynchronous video-based instruction. A total of 121 undergraduate students were randomly assigned to one of four experimental video conditions, and gaze behavior was recorded using an EyeLink 1000 eye tracker. Results indicated that smiling facial expressions significantly increased learners’ positive emotions and self-efficacy, whereas praise increased self-efficacy and reduced intrinsic cognitive load. Regarding attention, significant interaction effects between facial expressions and praise were observed for average fixation duration and blink rate, suggesting stronger attentional engagement when praise accompanied smiling expressions. Learning performance showed additive benefits on immediate tests, and the combined cue condition yielded the highest delayed performance, although the interaction effect was only marginal significant. These findings suggest that praise is more likely to reinforce, rather than override the benefits of instructors’ smiling expressions in instructional videos, with the most consistent joint advantage observed in attentional engagement.</p>

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Does praise reinforce or override smiling expressions? The interaction effects of instructors’ facial expressions and praise in instructional videos

  • 期刊论文

  • 发表日期：

    2026年4月28日

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  • Fangfang Zhu,
  • Mengqin Gao,
  • Ronghua Yang,
  • Yifen Liu,
  • Jiumin Yang,
  • Zhongling Pi

摘要

The absence of real-time interaction in instructional videos can contribute to emotional disengagement and perceived isolation, underscoring the need for more emotionally responsive instructional design. This study examined how two instructor-delivered emotional cues, facial expressions (smiling vs. neutral) and praise (present vs. absent), influence learners’ emotions, attention, cognitive load, self-efficacy, and learning performance in asynchronous video-based instruction. A total of 121 undergraduate students were randomly assigned to one of four experimental video conditions, and gaze behavior was recorded using an EyeLink 1000 eye tracker. Results indicated that smiling facial expressions significantly increased learners’ positive emotions and self-efficacy, whereas praise increased self-efficacy and reduced intrinsic cognitive load. Regarding attention, significant interaction effects between facial expressions and praise were observed for average fixation duration and blink rate, suggesting stronger attentional engagement when praise accompanied smiling expressions. Learning performance showed additive benefits on immediate tests, and the combined cue condition yielded the highest delayed performance, although the interaction effect was only marginal significant. These findings suggest that praise is more likely to reinforce, rather than override the benefits of instructors’ smiling expressions in instructional videos, with the most consistent joint advantage observed in attentional engagement.