Learning in Pyjamas:
What Webcam Use Reveals About Students' Digital Self-Presentation
New Research from ESCP: Understanding Student Behaviour in Online Learning
A recent study led by Chiara Succi, Associate Professor of Organisational Behaviour at ESCP Business School, sheds light on an often-overlooked aspect of digital education: how students present (or hide) themselves in virtual classrooms. Published in Interacting with Computers, the research explores the psychological, social, and environmental factors influencing students' decisions to keep their webcams off during online lessons.
The findings challenge the assumption that digital-native students naturally adapt to virtual learning. Instead, the study reveals that many struggle with online self-presentation, highlighting wider implications for both higher education and the future workplace.
Why Do Students Choose to Stay Off-Camera?
Succi and her co-authors examined webcam usage among university students and identified four key reasons why many prefer to remain unseen during online classes:
- Comfort Over Image: 75% of students reported attending online lessons in informal clothing, such as pyjamas or gym wear, prioritising comfort over professional self-presentation.
- Unprepared Environments: With only 19% having a dedicated study space, many students felt uncomfortable revealing their personal surroundings.
- Social Norms: When the majority of peers keep their cameras off, others tend to follow suit, reinforcing an unspoken rule of invisibility.
- Digital Fatigue: Constantly seeing oneself on-screen contributes to stress and fatigue, leading students to disengage visually.
One student summarised this experience: "I feel self-conscious about my background, and no one else in my class turns their camera on either." This highlights how digital self-presentation is shaped as much by group behaviour as by personal choice.
What This Means for Universities
These insights highlight the need for a more intentional approach to digital education. Rather than assuming students naturally adapt to online environments, universities should:
- Raise Awareness – Educate students about the role of self-presentation in digital spaces.
- Encourage Participation – Normalise webcam use through encouragement, rather than strict policies.
- Enhance Digital Readiness – Provide training on virtual presence, from optimising lighting and backgrounds to choosing appropriate attire.
- Reduce Social Barriers – Create engaging, interactive online environments that make students feel comfortable appearing on screen.
Beyond the Classroom: Preparing for the Digital Workplace
As remote and hybrid working models become the norm, students’ webcam habits may foreshadow how they engage in professional virtual spaces. The ability to manage digital self-presentation is becoming increasingly essential for job interviews, online meetings, and professional networking.
Chiara Succi’s research underscores the importance of integrating digital literacy into higher education curricula—not just in terms of technical proficiency, but also in fostering confidence and engagement in online interactions.
By recognising and addressing these behavioural patterns early, universities can better prepare students for success in a world where digital presence is just as important as in-person engagement.
A Sociological Perspective: Online Learning as “Backstage” Behaviour
Drawing on Erving Goffman’s (1956) theory of self-presentation, the study suggests that online learning represents a “backstage” environment rather than a “front-stage” performance. Unlike on social media—where students carefully curate their image—academic virtual spaces foster a more relaxed, even disengaged, approach to self-presentation.
Interestingly, Succi’s research found that senior students were more likely to turn on their cameras than first-year students, suggesting that digital engagement skills develop over time.
Read the full study: Interacting with Computers, Volume 36, Issue 6, November 2024
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