Abstract
Instructional video in flexible education is a critical knowledge dissemination method using multimedia. Video lectures can produce effective learning when instruction is designed with consideration for the limited and transient information processing capacity of working memory to manage concurrent mental processing in both the auditory and visual channels and generate active processing. Using theories of cognition, this study devised an instructional design (ID) framework for video lectures of varying formats and lengths to enhance the experience of novice learners in an undergraduate course during the COVID-19 pandemic. The ID articulated the complexities and nuances in multimedia teaching and learning. A mixed method study obtained participant (n=180) perceptions about their learning experience and engagement. The study concluded that segmented lectures in various formats positively impacted learning and engagement, with the optimal video lecture length being 5-10 minutes. This chapter discusses the ID elements, viewing practices and engagement in multimedia learning.
TopIntroduction
Multimedia is an increasingly critical component in teaching and learning in both higher education and K-12 education (Garrison, 2017), and instructional video in particular has an indispensable role in educational delivery models such as technology enhanced learning in traditional face-to-face classrooms, flipped classrooms (Bates, et al., 2017; Guo, et al., 2014; Mazur, et al., 2015), distributed delivery (Downes, 2017), and more recently hybrid (HyFlex) and blended flexible (BlendFlex) learning (Abdelmalak & Parra, 2016; Chicca, 2021; Keiper, et al., 2020; Miller, et al., 2021).
Instructional videos used for a variety of purposes, including knowledge building, enrichment, and consolidating learning (Alber, 2019), are of varying types and offer a range of benefits. The affordability, accessibility and customisability of instructional video has contributed to its burgeoning uptake globally (Next Thought Studios, 2020). The five most widely used types of instructional video - the micro video (i.e., short instructional video), the tutorial video, the training video, lecture capture, and screencast (Bruner, n.d.), afford teachers and students new possibilities for designing online learning experiences. Instructional videos can be created in different styles, including lecture with narrated slides, talking head (i.e., instructor talking on camera), on location lecture, interview, documentary, visual sketching (i.e., drawing a concept map or diagram), demonstration (e.g., screen capture), and light board video (i.e., doing board work and talking directly to the audience at the same time) (University of Michigan, 2021). Pedagogical benefits of instructional video include improved learner engagement, retention, mastery, metacognition, learner autonomy and differentiation (Kolber, 2019; Next Thought Studios, 2020).
Despite the wide range of purposes, variety in formats, and pedagogical benefits of instructional video, recent studies have found that not all students view the full suite of instructional videos available to them within a course (Hibbert, 2014), students frequently disregard large segments within instructional videos (Guo, 2014), and some instructional videos contribute little to student performance (MacHardy & Pardos, 2015). Analysis of instructional video viewing behaviour of students has revealed some critical insights in relation to viewing practices, namely videos with high numbers of views usually have a direct connection to course assignments or assessments, the average viewing time is four minutes, and most students watch instructional videos on their computer rather than mobile devices (Hibbert, 2014; Schwieger & Ladwig, 2018); Seemiller & Megan, 2017), all of which have implications for designing effective instructional videos. These issues raise concerns about optimum length for instructional videos and instructional strategies for the enhancement of learner engagement.
Although instructional video is pervasive in university teaching and learning, it is not an inherently effective medium for delivering educational content as it places greater cognitive processing demands on the learner. Synthesising visual and auditory streams of information and extracting the semantics of the message places greater cognitive demands on learners (Ibrahim et al., 2012). This is especially significant among novice learners who may lack appropriate prior domain-specific knowledge to guide their attention in multimedia learning (Moreno, 2004).
Key Terms in this Chapter
Extraneous Load: Cognitive load that arises from the mental effort needed, but which does not help the learner toward the desired learning outcome (e.g., confusing instructions, extraneous and irrelevant information).
Learner Engagement: An indicator that reflects the quantity and quality of a learner's participation in educational program, which is used as a measure of a potentially successful learning experience.
Instructional Video: Video that is used for teaching or training purposes, primarily focused on transferring knowledge; This may involve explaining ideas and concepts, and demonstrating processes.
Dual Channel Processing: Incoming auditory and visual information is simultaneously processed in two channels in working memory components, the phonological loop and the visuospatial sketchpad. The information is encoded in both channels to create mental representations for storage in long term memory.
Cognitive Load: The amount of information working memory can hold at one time. There are three sources of cognitive load – intrinsic load, extraneous load, and germane load.
Instructional Design: The creation of learning experiences and materials in ways that result in knowledge acquisition and skills application.
Multimedia Learning: A form of computer-aided instruction that uses two modalities (visual and auditory) concurrently.
Behavioural Engagement: The observable acts of students being involved in learning; typically demonstrated by students' participation in academic activities and efforts to perform learning tasks.
Video Lectures: Asynchronous video recorded instruction that can take different formats, such as a teacher speaking to the camera, narration accompany information presented in written words and images, as well screen-casting that may or may not include narration.
Active Processing: This occurs when multimedia content (words and images) is cognitively attended to and mentally organised to produce an integrated knowledge model, characterised by five representational forms occurring during learning process.
Cognitive Engagement: The extent to which students are willing and able to apply mental effort to a learning task at hand, and how long they persist in the activity.
Emotional Engagement: Students’ involvement in, enthusiasm and enjoyment in their educational activity.
Germane Load: Cognitive load that arises from the nature of the cognitive activity. In a learning situation this refers to the mental processes necessary to reach the desired learning outcome.
Intrinsic Load: Cognitive load that arises from the inherent complexity of the information.