This meta-analysis explores the impact of positive instructors on learning from instructional videos. Both the contagion theory and the cognitive-affective theory of learning with media suggest that positive instructors can facilitate learning. This review analyzed 37 studies reporting various outcomes, including positive emotion, motivation, attention, cognitive load, learning experience, learning satisfaction, self-efficacy, and learning achievement. The overall findings revealed that positive instructors in instructional videos significantly enhanced learners’ positive emotion, motivation, learning experience, learning satisfaction, and learning achievement, and encouraged student attention to the instructor. However, no significant effect was found regarding attention paid to visual materials, cognitive load, and self-efficacy. A series of moderating effect analyses were also conducted. The results indicated that the impact of positive instructors is influenced by instructor characteristics and emotional expressions, as well as other factors independent of the instructors. These findings provide systematic evidence and practical insights for the design of effective instructional videos.

这项荟萃分析探讨了积极的教师对教学视频学习的影响。传染理论和媒体学习的认知情感理论都表明，积极的教师可以促进学习。本综述分析了 37 项报告各种结果的研究，包括积极情绪、动机、注意力、认知负荷、学习体验、学习满意度、自我效能和学习成就。总体研究结果显示，教学视频中积极的教师可以显着提高学习者的积极情绪、动机、学习体验、学习满意度和学习成就，并鼓励学生对教师的关注。然而，对于视觉材料的注意力、认知负荷和自我效能没有发现显着影响。还进行了一系列调节效应分析。结果表明，积极辅导员的影响受到辅导员特征和情绪表达以及其他独立于辅导员的因素的影响。这些发现为设计有效的教学视频提供了系统的证据和实用的见解。