Peer Attention Cues and Learning in Asynchronous Online Instruction

This project examines how modeled peer attention cues influence learning in asynchronous online instructional contexts. Participants engaged with an online lesson in which peer presence was manipulated to convey attentive behavior, distracted behavior, or no peer cues. Learning was assessed using a comprehension quiz, along with measures of perceived peer focus and attention. The primary analyses test preregistered predictions about the effects of peer attention cues on learning outcomes. Additional exploratory analyses examine individual differences and subjective perceptions of peer attention as potential correlates of learning. To promote analytic transparency, confirmatory and exploratory analyses are explicitly distinguished in accompanying documentation.