It's all a matter of expectancy: How expectancies about task execution perspective influence learning through video modeling examples

Abstract

Background: The perspective effect in video modeling suggests that learning is enhanced when instructional videos are recorded from a first-person angle (presenter's viewpoint) rather than a third-person angle (external viewpoint). Two explanations have been proposed: the Embodied Resonance Hypothesis, which attributes this advantage to greater mirror neuron activation during first-person observation, and the Expectation Alignment Hypothesis, which suggests that learning is impaired when there is a mismatch between the recording angle and expectations about the task angle. Aims: This study aimed to investigate the mechanisms underlying the perspective effect by examining the recording angle, task angle, and expected task angle in observational learning. Sample: A total of 128 undergraduate psychology students participated in the study. Methods: Participants viewed two video modeling examples demonstrating circuit board assemblies, recorded either from a first-person or third-person angle. Their expectations regarding the angle from which they would perform the task were manipulated beforehand (first-person vs. third-person). Subsequently, participants replicated the assemblies from varying angles (first-person vs. third-person). Task performance and cognitive load were outcome variables. Results: Results supported both hypotheses. First-person videos led to better learning outcomes overall, supporting the Embodied Resonance Hypothesis. In addition, performance was impaired and cognitive load increased when the expected task angle did not align with the recording angle, supporting the Expectation Alignment Hypothesis. Conclusions: The perspective effect in video learning appears to result from both an inherent advantage of first-person and by expected misalignment with the task angle. These insights offer practical implications for optimizing instructional video design.