Does web camera usage in synchronous lessons affect academic emotions?

Abstract

The purpose of this study was to investigate whether students’ web camera usage is beneficial to their academic positive emotions and to explore whether the effect of self-efficacy on academic positive emotions, which was previously found within the co-located setting, applies to the new distant learning environment. Data were collected using a survey distributed in synchronous distance-learning classes, of undergraduate students. Confirmatory factor analysis was performed to assess data model fit and model adjustment, and to investigate the causal relations among latent and observed variables in this a-priori specified, theory-derived model. The associations between self-efficacy and positive emotions and between the use of web cameras and positive emotions were investigated using multiple regression models. The moderation effect of self-efficacy on the association between the use of a web camera and positive emotions was tested using Hayes' Process Macro. The findings indicated that even when using synchronous distance learning, self-efficacy positively affects positive emotions. Moreover, students characterized with low levels of self-efficacy will benefit from the use of a web camera in synchronous distance learning and will experience higher levels of positive emotions. Due to COVID-19 constraints, online learning is no longer an option, but rather the only option, for synchronous courses. This requires investigating and reaffirming the effects that were previously found in co-located courses, gaining a more in-depth understanding of the importance of web camera usage in this isolated setting.