Although the discussion about the influence of the instructor-present videos has become a hot issue in recent years, the potential moderators on the effectiveness of an on-screen instructor have not been thoroughly synthesized. The present review systematically retrieves 47 empirical studies on how the instructors’ behaviors moderated online education quality as measured by learning performance via a bibliographic study using VOSviewer and meta-analysis using Stata/MP 14.0. The bibliographic networks illustrate instructors’ eye gaze, gestures, and facial expressions attract more researchers’ attention. The meta-analysis results further reveal that better learning performance can be realized by integrating the instructor’s gestures, eye guidance, and expressive faces with their speech in video lectures. Future studies can further explore the impact of instructors’ other characteristics on learning perception and visual attention including voice, gender, age, etc. The underlying neural mechanism should also be considered via more objective technologies.

中文翻译：

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教学行为对录像讲座中学习者表现影响的书目回顾和荟萃分析

尽管关于讲师在场视频的影响的讨论已成为近年来的热点问题，但尚未完全综合影响屏幕讲师有效性的潜在调节因素。本综述系统地检索了 47 项关于教师行为如何调节在线教育质量的实证研究，这些研究通过使用 VOSviewer 的书目研究和使用 Stata/MP 14.0 的元分析来衡量学习绩效。书目网络说明教师的目光注视、手势和面部表情吸引了更多研究人员的注意力。荟萃分析结果进一步表明，通过将教师的手势、眼神引导和表情面部表情与视频讲座中的演讲相结合，可以实现更好的学习效果。