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Wendy Hiew, Universiti Malaysia Sabah, MalaysiaAbstract
Cameras are commonly used in online synchronous learning; however, research exploring the motivations behind students’ camera use and its effects remains limited. This study systematically reviews the literature to investigate why students switch their cameras on or off during online synchronous lessons and how this behaviour impacts both instructors and students. The review followed five methodological steps: review protocol, research question formulation, systematic search (Scopus, Wiley, Taylor Francis, Sage, Springer Link, Emerald), quality appraisal, and thematic analysis. The analysis identified 19 themes according to four categories: (a) Motivation for turning cameras on: (1) social presence, (2) external motivation, (3) instructor’s policy, (4) context dependence; (b) Barriers to camera use: (1) optional requirement, (2) passive learning, (3) online fatigue, (4) social norms, (5) lack of personal space, (6) privacy concerns, (7) appearance consciousness, (8) psychological factors, (9) technology issues, (10) avoiding distractions; (c) The impact of camera use: (1) active engagement, (2) anxiety; and (d) Consequences of turning camera off: (1) lack of engagement, (2) lack of connectedness, (3) lack of integrity. The findings provide insights for instructors on camera-use policies to enhance student engagement.
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