{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T06:38:10Z","timestamp":1758263890580,"version":"3.44.0"},"reference-count":78,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2025,6,30]],"date-time":"2025-06-30T00:00:00Z","timestamp":1751241600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2025,8]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Learner\u2010generated digital media has gained significant attention as a supplementary learning tool. However, a need exists for empirical research to discern among various learner\u2010generated digital media formats. One potential area of divergence lies in the arousal levels evoked during media creation due to varying emphasis on the audience, which might depend on the inclusion of facial recording.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>This study examines the impact of facial recording in learner\u2010generated digital media tasks by comparing learner\u2010generated instructional videos and podcasts on their impact on learning and examining whether these effects are mediated through arousal. It develops a single\u2010item measure to assess arousal during learner\u2010generated digital media activities, addressing limitations of existing scales.<\/jats:p><\/jats:sec><jats:sec><jats:title>Sample<\/jats:title><jats:p>The total sample consisted of 89 university students, of whom 27 were included in the validation phase, and 62 were included in the main analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>The study utilised a survey covering demographic information and arousal\u2010related questions, and a multiple\u2010choice comprehension test.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Creating an instructional video led to higher levels of social presence\u2010related arousal compared to creating an instructional podcast. This arousal completely mediated the differences in learning outcomes between the two media. Higher arousal was associated with improved performance up to a certain point, beyond which additional arousal hindered learning.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>The study confirmed that learner\u2010generated digital media with facial recording (videos) evoke more arousal compared to media without facial recording (podcasts). Different types of learner\u2010generated digital media, by eliciting varying levels of arousal, may be more or less advantageous depending on the educational context.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jcal.70085","type":"journal-article","created":{"date-parts":[[2025,6,30]],"date-time":"2025-06-30T03:38:53Z","timestamp":1751254733000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Optimising Arousal in Learner\u2010Generated Digital Media: Assessing Facial Recording Effects by Comparing Podcasts and Videos"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-9983-4223","authenticated-orcid":false,"given":"Tristan H. 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