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You have my attention, tell me more...
You have my attention, tell me more...
Effectiveness instructional videos differ.
If you are like me and googled the socks off “Instructional Design,” you may have seen the term eLearning frequently and found that a big part of that is instructional videos. Videos are a great way to supplement training and as a stand-alone instruction, but have you ever wondered what makes an instructional video a “GOOD” video? Aside from the fact that the maximum median engagement time for a video of any length was six minutes (Guo, Kim, and Robin 2014), there are a few things to consider.
Lucky for you I have taken the time to evaluate two instructional to give examples of signaling, segmenting, weeding, and matching modality as well as the conversational style and the enthusiasm of the narrator. (If you don’t know what some of these words are, check out glossary below.)
Glossary
Glossary
Signaling also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information.
Segmenting is the chunking of information to allow learners to engage with small pieces of new information as well as to give them control over the flow of new information.
Weeding is the elimination of interesting but extraneous information from the video, that is, information that does not contribute to the learning goal.
Matching modality is the process of using both the audio/verbal channel and the visual/pictorial channel to convey new information, fitting the particular type of information to the most appropriate channel.
Terms used here are from Effective educational Videos by Cynthia J Brame 2015.
Evaluation Video 1: Blurring Backgrounds & Objects in Adobe XD by Daniel Walter Scott (6 minutes)
Evaluation Video 2: how to: WINGED LINER -pencil, eyeshadow, & liquid methods for the perfect wing by SMLx0 (15 minutes)
As you can see from my evaluations, a compelling video is relatively short; the narrator makes it feel like a social interaction in which there is fluctuation in the tone, showing excitement. It grabs our attention and primes us to learn. The video signals us to use tools or the change of segment. It spends little time giving us unnecessary or distracting details and matches modality.
I hope you have found this useful; thank you for reading.
Resources
Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.
Guo PJ, Kim J, and Robin R (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale (L@S 2014); found at http://groups.csail.mit.edu/uid/other-pubs/las2014-pguo-engagement.pdf.
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