• Does the form of presentation of a learning video have an impact on learning, cognitive workload and social presence?
• Findings can be of interest to any lecturer so they can improve their online teaching. This is important because due to the current coronavirus pandemic, courses are mostly held online. To optimize the learning quality, they can adapt the videos depending on which form of presentation has proven to be best. This means that the students in particular benefit from the adjustments to the videos. In the best case, the research results in a form of video presentation that enables the lowest possible cognitive workload, high social presence and optimal learning.

Currently we are planning our preliminary study using a questionnaire asking lecturers about their habits in video presentation. This gives us answers on how current video presentations are designed. We want to conduct our study with a between-subject-design with video recordings on an unknown topic. We plan to compare the three video presentations slides with voice-over, talking head and picture in picture. Our videos will be quite short probably about 10 minutes. After the students have watched the videos, we want to do a little test to find out what the participants have learned. Additionally, we plan to query the cognitive workload and the social presence of the students using specific questionnaires. This results in the following steps:

• preliminary study using a questionnaire (asking lecturers about their habits in video presentation)
• Between-subject-design: One topic about something obscure/unusual/unknown topic
• Three different types of video presentation:
  (1) Presentation Slides with Voice-Over - (2) Talking Head - (3) Picture-in-Picture
• Videos are quite short: approximately 10 minutes long
• Short exam after the video to test the learning effect about the viewed topic + questionnaires on cognitive workload and social presence (based on the paper by Homer et al., 2008)

Our schedule is structured as follows:

• 2020/11:

  • First draft of questionnaire
  • Definition of the topic and the research question
• 2020/12:

  • Finalize presurvey to examine current online teaching and the type of video presentation
    • Testing by the course leader of the research seminar
    • Send out presurvey
  • Till 2020/12/16: Finalization of the study design
  • Definition of the video topic with group A
    • Creating the questions for the „exam“
    • (Record the video)
• 2021/01:

  • Record video
  • Edit video - implement different presentation forms
  • Final preparation of the study (introductory text, merging of all questionnaires) + possibly pre-test
  • Send out study to participants
• 2021/02:

  • Evaluation
  • Write Paper
  • tbd