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Effective Educational Videos: Principles and Guidelines for Maximizing…

- - - - o Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.
        
         Based on this model of memory, cognitive load theory suggests that any learning experience has three components.
        
        • The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject.
        
        • The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome
        
        • The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome
    - - o Signaling, which is also known as cueing , is the use of on-screen text or symbols to highlight important information
        
         This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information
      - o Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information
        
         Segmenting can be accomplished both by making shorter videos and by including “click forward” pauses within a video
      - o Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits.
      - o matching modality
        
         By using both the audio/verbal channel and the visual/pictorial channel to convey new information, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience
- - - - o interpolated questions may improve student learning from video through several mechanisms
        
         First, they may help to optimize cognitive load by decreasing extraneous load and increasing germane load
        
         interpolated questions may produce some of their benefit by tapping into the “testing effect,” in which recall of important information strengthens students’ memory of and ability to use the recalled information
        
         interpolated questions may help students engage in more accurate self-assessment an important benefit for a medium that students may perceive as “easier” than text.
    - - o Guiding questions may serve as an implicit means to share learning objectives with students, thus increasing the germane load of the learning task and reducing the extraneous load by focusing student attention on important elements. This strategy is often used to increase student learning from reading assignments and it can translate effectively to helping students learn from video
    - - o the videos improved students’ understanding of difficult concepts when compared with a semester when the videos were not used in conjunction with the homework