On/Off? Children's Webcam Use in Virtual Classes Predicts Individual- and Class-Level Engagement and Achievement (Poster 30)

• In Event: AERA Poster Session Twelve
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

This study examined whether variation in children’s’ and classrooms’ webcam use in virtual classes is uniquely predictive of their end-of-year achievement. In May 2021, 1,575 elementary school students nested within 62 classrooms answered questions regarding their remote learning experiences since September 2020. Quantitative data collected included student self-reports of how often they used their webcam while in virtual classes, percent of school year spent learning remotely, daily hours spent in virtual classes, engagement, and school-provided demographic and achievement data. Correlations revealed individual webcam use was related to SES, non-cisgender identity, and emotional engagement. Results of the multi-level models indicated classroom-level webcam use explained significant variation in achievement, however individual webcam use was not predictive of achievement after considering perceived engagement.

Authors

• Sharlyn Ferguson-Johnson, Michigan State University
  Presenting Author

• Allison M. Ryan, University of Michigan
  Non-Presenting Author

• Kai S. Cortina, University of Michigan
  Non-Presenting Author