Interactive video conferencing: Presentation variables and the recognition of student nonverbal feedback cues.

摘要

During interactive compressed video instruction, do the presentation variables of transmission speed and camera placement influence the ability of an instructor to recognize student nonverbal feedback cues from another site? If so, at what speed or distance or what combination does this occur significantly? Is there a speed and/or camera distance at which nonverbal communication of some feedback cues is unfeasible?; Two hundred and seventy-eight students at The University of Alabama viewed videotaped images of head and upper-body feedback cues recorded during classes in session. Nine feedback cues were presented at three intervals of transmission speed and three camera distances. Descriptive statistics, analysis of variance, and post-hoc Tukey's LSD tests were used to analyze the resulting data.; With the camera at close range (10 feet), there was little difference in feedback recognition scores between the three transmission speeds. The ability to recognize nonverbal cues was moderately reduced at the middle transmission speed (384 Kbs) in combination with the middle (17 feet) distance from the camera. When the far (24 feet) distance was combined with the lowest of the three speeds (128 Kbs), there was a significant reduction in the recognition of nonverbal feedback cues.; The minor reduction in recognition scores at 10 feet indicates compressed video's suitability for economical small group conferencing even at a low transmission speed (128 Kbs). The significant reduction in total correct at greater distances indicates that for group sizes necessitating seating at 17 or more feet from a camera, the more costly transmission speed of at least 384 Kbs, additional cameras, or larger monitors, or other accommodations are warranted for high levels of nonverbal interaction. Both speed and camera distance are important factors in the recognition of student nonverbal feedback cues. Distance appears the greater of the two in group instruction.; These findings have application to the planning, setup, delivery, and evaluation of interactive compressed video instruction. They are important for instructional designers, administrators, teachers, and students daily making far-reaching decisions about the wise use of media in the achievement of particular educational objectives.