{"paper":{"title":"Teachers' Vocal Expressions and Student Engagement in Asynchronous Video Learning","license":"http://arxiv.org/licenses/nonexclusive-distrib/1.0/","headline":"Nonverbal vocal expressions with positive valence and high arousal enhance student engagement in asynchronous video learning, while verbal emotive expressions do not.","cross_cats":["cs.CY"],"primary_cat":"cs.HC","authors_text":"Hung-Yue Suen, Yu-Sheng Su","submitted_at":"2026-05-17T14:06:23Z","abstract_excerpt":"Asynchronous video learning, including massive open online courses (MOOCs), offers flexibility but often lacks students' affective engagement. This study examines how teachers' verbal and nonverbal vocal emotive expressions influence students' self-reported affective engagement. Using computational acoustic and sentiment analysis, valence and arousal scores were extracted from teachers' verbal vocal expressions, and nonverbal vocal emotions were classified into six categories: anger, fear, happiness, neutral, sadness, and surprise. Data from 210 video lectures across four MOOC platforms and fe"},"claims":{"count":4,"items":[{"kind":"strongest_claim","text":"Vocal expressions with positive valence and high arousal, such as happiness and surprise, enhanced engagement, while negative high-arousal emotions, such as anger, reduced it. Verbal emotive expressions did not significantly impact engagement.","source":"verdict.strongest_claim","status":"machine_extracted","claim_id":"C1","attestation":"unclaimed"},{"kind":"weakest_assumption","text":"The computational acoustic and sentiment analysis tools accurately classify teachers' intended vocal emotions and that student self-reports after class reliably measure affective engagement caused by those expressions rather than other video factors.","source":"verdict.weakest_assumption","status":"machine_extracted","claim_id":"C2","attestation":"unclaimed"},{"kind":"one_line_summary","text":"Nonverbal vocal emotions with positive valence and high arousal like happiness and surprise increase student affective engagement in MOOC videos while anger decreases it, but verbal expressions show no significant effect.","source":"verdict.one_line_summary","status":"machine_extracted","claim_id":"C3","attestation":"unclaimed"},{"kind":"headline","text":"Nonverbal vocal expressions with positive valence and high arousal enhance student engagement in asynchronous video learning, while verbal emotive expressions do not.","source":"verdict.pith_extraction.headline","status":"machine_extracted","claim_id":"C4","attestation":"unclaimed"}],"snapshot_sha256":"b7bc4229dbcb47be03888c6091b76c8c1ed5000f2c82bee82a9477a89d862da7"},"source":{"id":"2605.17463","kind":"arxiv","version":1},"verdict":{"id":"483f84c1-754b-4492-9996-80eec748daad","model_set":{"reader":"grok-4.3"},"created_at":"2026-05-19T22:40:23.311371Z","strongest_claim":"Vocal expressions with positive valence and high arousal, such as happiness and surprise, enhanced engagement, while negative high-arousal emotions, such as anger, reduced it. Verbal emotive expressions did not significantly impact engagement.","one_line_summary":"Nonverbal vocal emotions with positive valence and high arousal like happiness and surprise increase student affective engagement in MOOC videos while anger decreases it, but verbal expressions show no significant effect.","pipeline_version":"pith-pipeline@v0.9.0","weakest_assumption":"The computational acoustic and sentiment analysis tools accurately classify teachers' intended vocal emotions and that student self-reports after class reliably measure affective engagement caused by those expressions rather than other video factors.","pith_extraction_headline":"Nonverbal vocal expressions with positive valence and high arousal enhance student engagement in asynchronous video learning, while verbal emotive expressions do not."},"integrity":{"clean":true,"summary":{"advisory":0,"critical":0,"by_detector":{},"informational":0},"endpoint":"/pith/2605.17463/integrity.json","findings":[],"available":true,"detectors_run":[{"name":"doi_title_agreement","ran_at":"2026-05-19T23:01:19.558610Z","status":"completed","version":"1.0.0","findings_count":0},{"name":"doi_compliance","ran_at":"2026-05-19T22:51:38.050338Z","status":"completed","version":"1.0.0","findings_count":0},{"name":"claim_evidence","ran_at":"2026-05-19T21:41:57.703663Z","status":"completed","version":"1.0.0","findings_count":0},{"name":"ai_meta_artifact","ran_at":"2026-05-19T21:33:23.658876Z","status":"skipped","version":"1.0.0","findings_count":0}],"snapshot_sha256":"8aa1daa1a8a7811a08bb071095962b7c635dc69a642ac8c9bb8e931463bf77e7"},"references":{"count":2,"sample":[{"doi":"10.1007/s42438-022-00288-2","year":2022,"title":"https://doi.org/10.1007/s42438-022-00288-2 Chiu, T. K. F. (2022). Applying the self -determination theory (SDT) to explain student engagement in online learning during the COVID -19 pandemic. Journal ","work_id":"f2c97d48-cb64-4019-85e1-45d444ad8300","ref_index":1,"cited_arxiv_id":"","is_internal_anchor":false},{"doi":"10.3389/fpsyg.2022.810451","year":2022,"title":"https://doi.org/10.3389/fpsyg.2022.810451. Weiss, H. M., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes and consequences of affective experiences a","work_id":"173d282e-2fc7-4453-be31-8e20b5391be6","ref_index":2,"cited_arxiv_id":"","is_internal_anchor":false}],"resolved_work":2,"snapshot_sha256":"f98b5f419b2799bd330f1e44e6fd54c40bf4c14e9a084ed07b3fe555d5ecb8a0","internal_anchors":0},"formal_canon":{"evidence_count":2,"snapshot_sha256":"c663747d0fc960bff966b5f3773e89786b0697aee99f0625e1eb7eb900549da4"},"author_claims":{"count":0,"strong_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"builder_version":"pith-number-builder-2026-05-17-v1"}