Pith Number

pith:GS5KFGUW

pith:2026:GS5KFGUWPE6KSJFT5TJPBJ5VM7

not attested not anchored not stored refs resolved

Teachers' Vocal Expressions and Student Engagement in Asynchronous Video Learning

Hung-Yue Suen, Yu-Sheng Su

Nonverbal vocal expressions with positive valence and high arousal enhance student engagement in asynchronous video learning, while verbal emotive expressions do not.

arxiv:2605.17463 v1 · 2026-05-17 · cs.HC · cs.CY

Open paper page JSON Open Graph Bundle Merged state Verified badge What is a Pith Number?

Add to your LaTeX paper

\usepackage{pith}
\pithnumber{GS5KFGUWPE6KSJFT5TJPBJ5VM7}

Prints a linked badge after your title and injects PDF metadata. Compiles on arXiv. Learn more · Embed verified badge

Record completeness

1 Bitcoin timestamp

2 Internet Archive

3 Author claim open · sign in to claim

4 Citations open

5 Replications open

✓ Portable graph bundle live · download bundle · merged state

The bundle contains the canonical record plus signed events. A mirror can host it anywhere and recompute the same current state with the deterministic merge algorithm.

Claims

C1strongest 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.

C2weakest 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.

C3one 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.

References

2 extracted · 2 resolved · 0 Pith anchors

[1] 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 2022 · doi:10.1007/s42438-022-00288-2

[2] 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 2022 · doi:10.3389/fpsyg.2022.810451

Formal links

2 machine-checked theorem links

Receipt and verification

First computed	2026-05-20T00:04:40.293245Z
Builder	pith-number-builder-2026-05-17-v1
Signature	Pith Ed25519 (`pith-v1-2026-05`) · public key
Schema	pith-number/v1.0

Canonical hash

34baa29a96793ca924b3ecd2f0a7b567dd8d95e2d1e8b3a418724f2204672e40

Aliases

arxiv: 2605.17463 · arxiv_version: 2605.17463v1 · doi: 10.48550/arxiv.2605.17463 · pith_short_12: GS5KFGUWPE6K · pith_short_16: GS5KFGUWPE6KSJFT · pith_short_8: GS5KFGUW

Agent API

Resolver JSON Graph JSON Events JSON Schema Signing key

Verify this Pith Number yourself

curl -sH 'Accept: application/ld+json' https://pith.science/pith/GS5KFGUWPE6KSJFT5TJPBJ5VM7 \
  | jq -c '.canonical_record' \
  | python3 -c "import sys,json,hashlib; b=json.dumps(json.loads(sys.stdin.read()), sort_keys=True, separators=(',',':'), ensure_ascii=False).encode(); print(hashlib.sha256(b).hexdigest())"
# expect: 34baa29a96793ca924b3ecd2f0a7b567dd8d95e2d1e8b3a418724f2204672e40

Canonical record JSON

{
  "metadata": {
    "abstract_canon_sha256": "e809a2fc20cdd984ec546a8c8aaaeb6e51a49ee886bdfb8e72d834099dab43e7",
    "cross_cats_sorted": [
      "cs.CY"
    ],
    "license": "http://arxiv.org/licenses/nonexclusive-distrib/1.0/",
    "primary_cat": "cs.HC",
    "submitted_at": "2026-05-17T14:06:23Z",
    "title_canon_sha256": "457ec9732c87008eb653c7b5290f07070e2bba839bf03ce3b05197073f4ffbe9"
  },
  "schema_version": "1.0",
  "source": {
    "id": "2605.17463",
    "kind": "arxiv",
    "version": 1
  }
}