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Turn the camera on to get better grade: Evidence from a field experiment

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  • Anderson, Jan L.
  • Krasnozhon, Leonid A.

Abstract

The economics literature provides mixed results on the effect of online classroom technology on student outcomes. An emerging body of behavioral studies suggests that videoconferencing is a cognitively exhausting activity and that the camera that is a salient feature of virtual meetings is a leading cause of this fatigue, with a more pronounced effect on women. Thus, economists and behavioral scientists debate whether online education and its technology provide an effective method of instruction. We use a field experimental design to examine how camera use in online synchronous economics classes affects learning outcomes. We find that changing the method of student engagement from turning the camera off to turning it on increases quiz grades by 0.18 standard deviations while we control for students’ gender and aptitude.

Suggested Citation

  • Anderson, Jan L. & Krasnozhon, Leonid A., 2024. "Turn the camera on to get better grade: Evidence from a field experiment," International Review of Economics Education, Elsevier, vol. 47(C).
    • Handle: RePEc:eee:ireced:v:47:y:2024:i:c:s1477388024000197
    DOI: 10.1016/j.iree.2024.100301
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    References listed on IDEAS

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    More about this item

    Keywords

    Videoconferencing; Economics of education; Online education;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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