Why use Mobile video?

Video has become one of the most valuable tools available to teachers in today's classrooms because it allows students to access information in a way that is engaging and relevant to their lives, particularly in the context of mobile learning. With the growing use of smartphones and tablets, students can now access educational videos anytime and anywhere, making learning more flexible and accessible. Futhermore, mobile videos enhance personalization as students can pause, rewind, and replay them on their devices, spending more time reviewing complex concepts. Rather than relying solely on traditional teaching methods, such as lecturing or films, which struggle to hold on to students' attention spans, mobile videos provide an opportunity to capture students' focus within a matter of seconds. Videos can increase student motivation, and tutorial videos have also been shown to lead to greater learning gains when compared to live lectures (Fyfield, 2021, p. 185). They make complex concepts across subject areas more tangible by breaking them down in visually appealing ways that also incorporate audio, allowing students to understand better and retain information. Since mobile screens naturally encourage short, focused engagement, video-based learning therefore aligns well with students' digital habits and attention spans. Furthermore, since mobile devices can be transported easily, students can use them to review content during classes or anywhere outside of the classroom, supporting their learning.

Beyond capturing students' attention, video is a highly effective instructional tool because it engages multiple senses simultaneously. It can combine both visual and auditory information, which has been confirmed to be more effective for learning than when only one sensory channel (either visual or auditory) is used (Torrington & Bower, 2021, p. 1108). On mobile platforms, videos that combine both visual and auditory elements help students process information more deeply, accommodate different learning styles, and therefore retain more knowledge.

Part of what also makes video so powerful, especially in mobile learning is the wealth of resources it provides for both teachers and students. As Fyfield (2021) notes, “Teachers in schools with high-speed internet connections now have access to a vastly expanded repertoire of materials (p.185). YouTube alone, which is now the second most visited site in the world, hosts over four billion videos, with 4% of these tagged as educational” (Fyfield, 2021, p. 185). These resources can be streamed instantly on mobile devices, allowing learners to revisit lessons, explore related topics, and learn at their own pace. Furthermore, Fyfield (2021) explains that “a growing body of literature suggests this pedagogical use of instructional videos has merit. Not only have videos been shown to be popular with students, but in experimental conditions, videos have been shown to lead to similar or higher learning gains when compared to static images such as diagrams, given an effective instructional design” (p. 185).

What does the Science say?

Learning through video is supported by neuroscience research on how the brain processes and retains information. Videos use both visual and auditory pathways, activating what is called "dual coding" so information is stored in multiple ways, which improves recall and understanding (Clark & Paivio, 1991). The mix of moving images, narration, and text stimulates the brain more than text alone, strengthening working memory and transfer to long-term memory. Watching demonstrations also activates mirror neurons, letting learners mentally rehearse processes and build procedural skills (Kulas, 2024).

Dual Coding

Dual coding refers to the brain’s ability to process information through both visual and auditory pathways at the same time. Research shows that when we receive information in multiple formats, our brains create stronger connections, making recall much easier (Gerofsky, 2007). For example, hearing narration while seeing a diagram activates different memory systems that reinforce one another. Videos are especially powerful for this because they blend moving visuals, spoken explanation, and sometimes on-screen text. This combination reduces the chance of forgetting and makes abstract ideas more concrete and memorable.

Mirror Neurons

Mirror neurons are special brain cells that are activated when we perform an action and when we watch someone else perform it. They were first discovered in monkeys but are now recognized as important in human learning too. When students watch a video demonstration, mirror neurons can fire, allowing them to mentally simulate the action as if they were doing it themselves (Kulas, 2024). This process helps strengthen motor learning and procedural memory, even without physically practicing yet. Videos that show clear, step-by-step processes are especially effective because they align with how the brain naturally learns through observation.

Emotional Response

Emotions strongly influence how the brain pays attention and stores information in long-term memory. When videos use storytelling, dramatic visuals, or expressive tone, they trigger emotional responses that release dopamine, a neurotransmitter linked to motivation and learning. This makes students more likely to stay engaged and remember what they see (Harley et al., 2016). Neuroscience research shows that emotionally charged memories are often recalled more vividly and last longer than neutral ones. Because videos can easily integrate emotion with content, they create a more meaningful and lasting learning experience.

References

Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210. https://doi.org/10.1007/BF01320076

Fyfield, M. (2021). YouTube in the secondary classroom: how teachers use instructional videos in mainstream classrooms. Technology, Pedagogy and Education, 31(2), 185–197. https://doi.org/10.1080/1475939X.2021.1980429

Gerofsky, S. (2007). “Because you can make things with it”: A rationale for a project to teach mathematics as a multimodal design tool in secondary education. Journal of Teaching and Learning (Windsor), 5(1)https://doi.org/10.22329/jtl.v5i1.126

Harley, J. M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: Emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359-388. https://doi.org/10.1007/s11423-015-9420-7

Kulas, E. (2024). Cognitive empathy and mirror neurons in the context of pedagogy. Pedagogika, Studia i Rozprawy (Online), 33, 199-213. https://doi.org/10.16926/p.2024.33.13

National Geographic Learning. (2013, April 5). John Hughes talks about using video in the classroom. (Video). https://www.youtube.com/watch?v=oMDRfAm2MZg&t=122s

Torrington J, Bower M. Teacher-created video instruction in the elementary classroom - Its impact on students and teachers. J Comput Assist Learn. 2021; 37: 1107–1126. https://doi.org/10.1111/jcal.12549

Page updated

Google Sites

Report abuse