When Accountability Becomes Cognitive Overload: How Synchronous Online Course Policy Can Impede Learning for Body-Conscious Students

Authors

Kimberly McClure Brenchley, St. John Fisher UniversityFollow
Sara G. Goodman, St. John Fisher UniversityFollow
Tatum A. Smith, St. John Fisher University

Document Type

Conference Proceeding

Publication Date

2-2024

Abstract

It is frequently assumed that requiring webcams on in virtual classrooms will increase performance; however, monitoring appearance may increase cognitive load. In a quasi-experiment, we measured body consciousness and randomly assigned participants to have their Zoom cameras on or off in a lecture that mimicked a synchronous virtual classroom setting. Consistent with our hypothesis, test comprehension was lower for those whose webcams were on, but only when they were higher in body consciousness. We believe our results will inform research in these areas and have implications for educators as they consider policies regarding camera use in their own virtual environments.

Comments

Presented virtually at ACT Online, February 2024.

https://teachpsych.org/conferences/act.php/

Publication Information

McClure Brenchley, Kimberly; Goodman, Sara G.; and Smith, Tatum A., "When Accountability Becomes Cognitive Overload: How Synchronous Online Course Policy Can Impede Learning for Body-Conscious Students" (2024). Psychology Faculty/Staff Publications. Paper 39.
https://fisherpub.sjf.edu/psychology_facpub/39

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