The impact of multimedia design and the accent of the instructor on student learning and evaluations of teaching

Abstract

AbstractIn college classrooms, the language background of instructors is rarely considered when designing instructional materials. Previous work suggests that redundant text on slides during multimedia presentations can hinder learning (i.e., the redundancy principle). The current study examines whether additional text support can facilitate learning when the instructor speaks with a non‐native accent. In two experiments conducted in the United States, participants were randomly assigned to watch a lecture with more or less text on the slides narrated by either a Mandarin‐ or an American‐accented instructor. Then, participants completed a multiple‐choice assessment and evaluation of the instructor's effectiveness. The amount of text on the slides and the accent of the instructor did not differentially impact performance on the assessment. However, students rated the instructor who spoke with a Mandarin accent less favorably, suggesting that accent‐based biases influence students' perceptions of teaching even when there are no observable differences in learning.