Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

tags

Education

Notes

Cognitive Load

NOTER_PAGE: (1 . 0.8564593301435407)

any learning experience has three components

NOTER_PAGE: (2 . 0.2113237639553429)

intrinsic load, which is inherent to the subject

NOTER_PAGE: (2 . 0.22328548644338117)

germane load, which is the level of cognitive activity necessary to reach the desired learning outcome

NOTER_PAGE: (2 . 0.3508771929824561)

incorporate the subject under study into a schema of richly connected ideas

NOTER_PAGE: (2 . 0.4226475279106858)

extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome

NOTER_PAGE: (2 . 0.4481658692185008)

minimize extraneous cognitive load

NOTER_PAGE: (2 . 0.5749601275917066)

effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive load

NOTER_PAGE: (2 . 0.8971291866028708)

Effective practices

NOTER_PAGE: (2 . 0.08612440191387559)

Signaling […] is the use of on-screen text or symbols to highlight important information

NOTER_PAGE: (2 . 0.09569377990430622)

segmenting, or the chunking of information in a video lesson

NOTER_PAGE: (2 . 0.3524720893141946)

Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal

NOTER_PAGE: (2 . 0.5454545454545454)

information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already known distraction for an expert

NOTER_PAGE: (2 . 0.6570972886762361)

matching modality to content

NOTER_PAGE: (2 . 0.828548644338118)

Engagement

NOTER_PAGE: (4 . 0.3189792663476874)

maximum median engagement time for a video of any length was 6 minutes

NOTER_PAGE: (4 . 0.5877192982456141)

engagement was dependent on the narrator’s speaking rate, with student engagement increasing as speaking rate increased

NOTER_PAGE: (4 . 0.8724082934609251)

Incorporating 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

NOTER_PAGE: (4 . 0.631578947368421)