Personalizing Ambience and Illusionary Presence: How People Use “Study with me” Videos to Create Effective Studying Environments
Abstract
“Study with me” videos contain footage of people studying for hours, in which social components like conversations or informational content like instructions are absent. Recently, they became increasingly popular on video-sharing platforms. This paper provides the first broad look into what “study with me” videos are and how people use them. We analyzed 30 “study with me” videos and conducted 12 interviews with their viewers to understand their motivation and viewing practices. We identified a three-factor model that explains the mechanism for shaping a satisfactory studying experience in general. One of the factors, a well-suited ambience, was difficult to achieve because of two common challenges: external conditions that prevent studying in study-friendly places and extra cost needed to create a personally desired ambience. We found that the viewers used “study with me” videos to create a personalized ambience at a lower cost, to find controllable peer pressure, and to get emotional support. These findings suggest that the viewers self-regulate their learning through watching “study with me” videos to improve efficiency even when studying alone at home.
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Some students self-study with others by using video-conferencing tools (e.g., Zoom) to share their appearance or study materials, which creates social presence and ambience.
“Some students also self-study with others by using video-conferencing tools (e.g., Zoom) to share their appearance or study materials, which creates social presence and ambience [51].”
From The Promise and Peril of ChatGPT in Higher Education: Opportunities, Challenges, and Design Implications (2024) · cites this paper as [51]
Studies have shown that the presence of others can affect not only the productivity of students in learning but also the effectiveness of social interaction.
“Studies have shown that the presence of others can affect not only the productivity of students in learning [51] but also the effectiveness of social interaction [40].”
From The Promise and Peril of ChatGPT in Higher Education: Opportunities, Challenges, and Design Implications (2024) · cites this paper as [51]
Lee et al. found that it is common for students to feel loneliness when studying alone, and to mitigate loneliness and feel the illusionary presence of others, an increasing number of students play 'study with me' videos while studying alone.
“Lee et al. [51] found that it is common for students to feel loneliness when studying alone, so to mitigate loneliness and feel the illusionary presence of others, an increasing number of students play 'study with me' videos (that have scenes of others studying, writing, and fl ipping pages) while studying alone.”
From The Promise and Peril of ChatGPT in Higher Education: Opportunities, Challenges, and Design Implications (2024) · cites this paper as [51]
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Constructing Everyday Well-Being: Insights from God-Saeng (God生) for Personal Informatics
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“Recent global trends such as social media challenges (e.g., That girl challenge [82], Study with me challenge [41]) illustrate how ideals of productivity, organization, and visible self-improvement have become dominant ways of expressing well-being in everyday life.”
Putting community first: supporting (a)synchronous interaction and belonging in online learning
Garner, I., & Heggie, L. (2021) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.vi22.783
“• We asked student volunteers to run ‘Study With Me’ Instagram Live events (live footage of a person studying; Lee et al., 2021) and online Zoom study halls (in which student leaders talked through their study processes as attendees worked on their own material, answered questions and chatted with…”
BackgroundInfluentialLet’s Study Together: Designing “Study-With-Me” System with the Concept of Social Translucence
Choi, W., Choi, W., Lee, M.-H., et al. (2022) · Archives of Design Research · doi:10.15187/adr.2022.11.35.4.325
Horikawa, T., & Kitayama, D. (2024) · International Symposium on Affective Science and Engineering · doi:10.5057/isase.2024-c000007
Abe, Y., Sakamoto, D., & Ono, T. (2025) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3711004
Liu, T., Deng, L., & Zhou, Y. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105488 · Cited by 2 · see citing works
Developing Interactive and Immersive Studying Environments Using AI and Game Engine
Akutsu, A., & Li, X. (2025) · IEEE Region Humanitarian Technology Conference · doi:10.1109/r10-htc63995.2025.11394688
“These help to create a concentration on work hours and satisfy the studying experience [1].”
Zhang, Z. (2026) · International Journal of Cultural Studies · doi:10.1177/13678779261436836
“Existing research shows that ambient elements in SWM videos, such as calming music and autonomous sensory meridian response (ASMR), help viewers stay calm and maintain focus (Lee et al. 2021).”
Watch Me Watch: Reaction Videos as a Social Form of Online Video Engagement CSCW042
Okyere, R., Isaza, C. A. B., Pyon, J., Ogbonnaya-Ogburu, I. F., Niu, S., & Lee, S. W. (2026) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3788078
“Our work contributes to the CSCW literature on emerging forms of content on video-sharing platforms—namely, viewing activities not traditionally considered entertainment in mainstream media—such as mukbang [3], live game streaming [65], studying [39, 61], running [61], and sketching [42, 61].”
Hatada, Y., Yang, C.-L., Kuzuoka, H., & Narumi, T. (2026) · Designing Interactive Systems Conference · doi:10.1145/3800645.3812973
AI-Generated “Participant Video” Showing Teen-Idol for Getting Motivated to Watch Video Lectures
Ishii, M. (2026) · International Conference on Information and Education Technology (ICIET) · doi:10.1109/iciet69664.2026.11561563
- Authors
- Lee, Y., Chung, J. J. Y., Song, J. Y., Chang, M., & Kim, J.
- Affiliations
- School of Computing, KAIST, Daejeon, Korea, Republic of
- University of Michigan (US)
- Korea Advanced Institute of Science and Technology (KR)
- Venue
- Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems
- Publisher
- ACM
- Published
- 2021-05-06
- Pages
- 1-13
- OpenAlex
- W3161778622
- Cited by
- 44
- References
- 66
- Citations by year
- 2026: 5 · 2025: 13 · 2024: 13 · 2023: 8 · 2022: 3 · 2021: 2
- FWCI
- 21.34
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- CHI Conference on Human Factors in Computing Systems (publishedVersion)
- Funders
- the National Research Foundation of Korea (NRF) (NRF-2020R1C1C1007587)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Keywords
- online video platforms, student self-regulation, peer pressure, emotional support, viewer motivation
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