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Effective Educational Videos: Principles and Guidelines for Maximizing…

- - - - • Cognitive load
        
        • Student engagement
        
        • Active learning
        
        Suggests that memory has several components. Sensory memory is tran- sient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity.
        
        Based on this model of memory, cognitive load theory sug- gests that any learning experience has three components.The common example given to illus- trate a subject with low intrinsic load is a word pair (e.g., blue
         AZUL); grammar, on the other hand, is a subject with a high intrinsic load due to its many levels of connectivity and condi- tional relationships
        
        The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson. The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly con- nected ideas. 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. It is often charac- terized as load that arises from a poorly designed lesson (e.g., confusing instructions, extra information) but may also be load that arises due to stereotype threat or imposter syndrome.
        
        SIGNALING, which is also known as cueing (deKoning et AL., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (Mayer and John- son, 2008; Ibrahim et AL., 2012), a change in color or contrast (deKoning et AL., 2009), or a symbol that draws attention to a region of a screen
        
        The benefits of signaling are complemented by segmenting, or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information.
        
        Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits.
        
        For example, music, complex back- grounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learn- ing
        
        Recommendation:Use signaling to highlight important information.
        Use segmenting to chunk information.
        Match modality by using auditory and visual channels to convey complementary information.
        
        Rationale: Can reduce extraneous load. Can enhance germane load.
        
        Examples:
        Key words on screen highlighting important elements Changes in color or contrast to emphasize organization of
        information
        Changes in color or contrast to emphasize relationships within information
  - - - The maximum median engagement time for a video of ANY length was 6 minutes.
    - - Incorpo- rating prompts for students to engage in the type of cognitive activity necessary to process information—to engage in active learning—can help them build and test mental models, explic- itly converting video watching from a passive to an active-learn- ing event. The means to do this can vary, but the following strategies have demonstrated success in some contexts.
    - - Students who received the interpolated questions also exhibited increased note taking, reported the learning event as less “mentally taxing,” and reported less anxiety about the final test. These results suggest that interpolated questions may improve student learning from video through several mecha- nisms.
      - Use interactive features that gives studentes control
        
        Students who were able to
        control movement through the video selecting important sections
        to review and moving backward when desired, demonstrated
        better achievement of learning outcomes and greater
        satisfaction.
        
        Use Guiding Questions:
        The students who answered the guiding questions while
        watching the video scored significantly,higher on a later test.
        
        Make Video Part of a Larger Homework Assignment
        The important thing to keep in mind is that watching a video
        can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self -evaluation that will lead to the learning we want to see
        
        Video may provide a significant means to improve student learning and enhance student engagement in biology courses (Allen and Smith, 2012; Kay, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013; Stockwell et AL., 2015). To maximize the benefit from educational videos, however, it is important to keep in mind the three key components of cogni- tive load, elements that impact engagement, and elements that promote active learning. Luckily, consideration of these ele- ments converges on a few recommendations:
        
        Keep videos brief and targeted on learning goals.
        1.Use signaling to highlight important ideas or concepts.
        2.Use a conversational, enthusiastic style to enhance engagement.
        3.Embed videos in a context of active learning by using guid- ing questions, interactive elements, or associated homework assignments.