Effects of Visualization of Student Emotions on Performance and Self-Efficacy of Teacher in Online Learning

Abstract

The purpose of this study is to investigate the impact of visualizing and sharing information of students’ emotion with teacher on teacher’s performance and self-efficacy in the context of online lectures. Two experiments were conducted in online mock lecture setting where subject cannot see faces of each other. There were two conditions which differed in whether student emotions were visualized and shared with the teacher or not. Performance and self-efficacy of the teacher were measured after each lecture. Results showed that teachers’ self-efficacy was marginally higher in the visualization condition than the non- visualization condition. In particular, the efficacy for instructional strategies subscale, which is a subscale of self-efficacy of teacher, was significantly higher in the condition with visualization than in the condition without visualization. There also found a significant interaction between visualization conditions and subject to teach on self-efficacy score. The results of this study are expected not only to contribute to the improvement of self-efficacy of teachers at online lectures, but also to imply useful guideline for online lecture services.