The current study examined the influence of teacher and peer camera usage on the attention and learning performance of primary school students in video conferencing. The study further investigated the interplay between peer camera usage and various forms of social comparison, assessing their impact on the learning of primary school students in video conferencing. Consequently, the study designed two experiments, recruiting a total of 74 primary school students in Experiment 1 and 41 students in Experiment 2. Consistent with our hypothesis, Experiment 1 demonstrated that peers turning on their cameras in video conferencing enhanced student learning performance. Moreover, Experiment 2 revealed that when employing upward and parallel social comparison strategies, students showed similar learning performance regardless of peer camera usage; whereas when employing downward social comparison strategies, students showed better learning performance in the peers-cameras-on condition than in the peers-cameras-off condition. This suggests that the introduction of upward and parallel social comparison strategies can effectively counterbalance the negative impact on student learning resulting from peers turning off their cameras. The main results of the present study have significant implications for camera use in video conferencing. First, students are advised to turn on cameras during video conferencing. Second, teachers are encouraged to design an environment conducive to upward and parallel comparison in video conferencing when peers turn off their cameras.

本研究探讨了教师和同伴摄像头的使用对小学生在视频会议中的注意力和学习表现的影响。该研究进一步调查了同伴摄像头的使用与各种形式的社会比较之间的相互作用，评估了它们对小学生在视频会议中学习的影响。因此，该研究设计了两个实验，实验一共招募了 74 名小学生，实验二共招募了 41 名学生。与我们的假设一致，实验一表明，同伴在视频会议中打开摄像头可以提高学生的学习成绩。此外，实验2表明，当采用向上和平行的社会比较策略时，无论同伴相机的使用情况如何，学生都表现出相似的学习表现；而当采用向下社会比较策略时，学生在同伴相机打开的情况下表现出比同伴关闭相机的情况下更好的学习表现。这表明引入向上和平行的社会比较策略可以有效抵消同伴关闭相机对学生学习的负面影响。本研究的主要结果对视频会议中相机的使用具有重要意义。首先，建议学生在视频会议期间打开摄像头。其次，鼓励教师设计一个有利于在视频会议中同学们关闭摄像头时进行向上、平行比较的环境。