Improving Instructional Video Design: A Systematic Review

Autor/inn/en	Fyfield, Matthew; Henderson, Michael; Phillips, Michael
Titel	Improving Instructional Video Design: A Systematic Review
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 3, S.155-183 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fyfield, Matthew) ORCID (Henderson, Michael) ORCID (Phillips, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Instructional Improvement; Instructional Design; Video Technology; Educational Technology; Multimedia Instruction; Educational Principles; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Multimediales Lernen; Bildungsprinzip; Unterrichtserfolg
Abstract	Instructional videos are increasingly part of the teaching practices of educators across all sectors. The most common theoretical lens used to design and evaluate instructional videos has been to apply principles emerging from the cognitive theory of multimedia learning. However, these principles have been largely developed from research using instructional media other than videos. In addition, there is no comprehensive list of principles that have been shown to improve learning from instructional videos. Therefore, this paper seeks to identify principles of video design that are empirically supported in the literature. A systematic literature review was conducted, with a final analysis of 113 papers describing 28 principles. While some of the existing cognitive theory of multimedia learning principles, notably "coherence," "segmenting" and "learner control," have been found to improve learning from instructional videos in a variety of contexts, others, such as "redundancy" and "modality," are not supported. These findings serve as clear guidance to instructional designers creating educational video content. In addition to describing the breadth of research in the field, this paper also found that the development of the research field suffers from a lack of coherence and is in urgent need of clear nomenclature and improved reporting of media and research design. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01