Use of Video to Enhance Education

Use of Video to Enhance Education

Brent A. Anders
Copyright: © 2015 |Pages: 13
DOI: 10.4018/978-1-4666-8696-0.ch006
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Abstract

Even with so many different educational tools and evolutions in techniques of instruction (both pedagogical and andrological approaches), the use of video is one of the most effective means of instructing students. This chapter presents multiple evidence detailing why video can greatly enhance instruction in a multiple of ways to include its use in motivation, explanation (via multi-modalities), and feedback. This chapter will also demonstrate the benefits of using a student-centered/learning-centered instructional video capturing system within the classroom to improve learning for both face-to-face and online learning. Resources and specific examples are provided to demonstrate that video is a fundamental tool that should be used to enhance both the educational process and instructional experience. New uses and video technologies are also addressed for future investigation and incorporation.
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Chapter Objectives

  • •

    Define the term “video”

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    Explain its importance to education

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    Show how video can be used to enhance motivation

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    Show how video can be used to improve the overall education process

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    Show how video can help explain information to students

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    Show how video can be used to enhance feedback to students

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    Show how video can be used to enhance feedback to instructors

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    Describe an instructional video capturing system

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    Describe a student-centered instructional video capturing system

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    Express the importance of using engagement with video

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    Describe video analytics

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    Show how video will continue to grow and be used in education

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Motivation

Motivation is a key concept to grasp in any learning condition and video can assist in attaining it. If a student does not have the desire and is not motivated to learn, then they simply will not focus on the content and therefore the brain will not be able to receive the needed stimuli to even attempt to learn content (Sousa, 2011). The venerable Dr. Woldkowski additionally suggests the use of appropriate video to enhance motivation and student experience (2008). The question then arises as to how to actually motivate a student. By using the effective, popular, and proven ARCS (Keller, 1987; Rigby, 2015; Yau, Cheng, & Ho, 2015) model for motivation, the concept is broken down into four distinct needed conditions to attain full motivation: Attention, Relevancy, Confidence, and Satisfaction. The ARCS (Keller, 1987) model was derived from a culmination of a multiple of other theories, but overall it is grounded in expectancy-value theory, which comes from the works of both E. C. Tolman and K. Lewin. (p. 2). The following is a breakdown and explanation of each of the four ARCS motivational conditions.

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