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As the rampant pandemic witnessed significant growth in online learning, numerous studies focused on designing attractive videos to improve the quality of teaching. For an effective instructional video, whether a teacher should be present on the screen remained controversial. Therefore, the study conducted bibliometric analyses to review the previous evidence on the relationships between teacher presentation types and learning performance, attention distribution, and learning perceptions. The clustering results quantitatively proved that researchers paid more attention to the empirical studies on the effect of teacher presence. Both the positive and negative influence of teacher presence on learning outcomes and perceptions has also been presented. Additionally, eye-tracking results showed that teachers attracted relatively more attention in teacher-present videos. Future studies should resort to more objective methods to address the controversy and emphasize the value of the individual difference to avoid one-size-fits-all presentation types, thus enhancing the quality of videos.

Relationships Between Teacher Presence and Learning Outcomes, Learning Perceptions, and Visual Attention Distribution in Videotaped Lectures