%0 Journal Article %1 brame2016effective %A Brame, Cynthia J %D 2016 %I Am Soc Cell Biol %J CBE—Life Sciences Education %K EXP design education principles video %N 4 %P es6 %T Effective educational videos: Principles and guidelines for maximizing student learning from video content %U https://www.lifescied.org/doi/full/10.1187/cbe.16-03-0125 %V 15 %X Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information-delivery mechanism in online courses. Several meta-analyses have shown that technology can enhance learning (e.g., Means et al., 2010; Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Allen and Smith, 2012; Kay, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013; Stockwell et al., 2015). Video may have particular value for student preparation in biology classes, in part because students may find it more engaging (Stockwell et al., 2015) and because it can be well suited to illuminating the abstract or hard-to-visualize phenomena that are the focus of so many biology classes (e.g., Dash et al., 2016; see Video Views and Reviews features in CBE—Life Sciences Education for other examples). The medium is not inherently effective, however; Guo et al. (2014) have shown that students often disregard large segments of educational videos, while MacHardy and Pardos (2015) demonstrate that some videos contribute little to student performance. What, then, are the principles that allow instructors to choose or develop videos that are effective in moving students toward the desired learning outcomes? Consideration of three elements for video design and implementation can help instructors maximize video’s utility in the biology classroom: Cognitive load Student engagement Active learning Together, these elements provide a solid base for the development and use of video as an effective educational tool.

@article{brame2016effective, abstract = {Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information-delivery mechanism in online courses. Several meta-analyses have shown that technology can enhance learning (e.g., Means et al., 2010; Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Allen and Smith, 2012; Kay, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013; Stockwell et al., 2015). Video may have particular value for student preparation in biology classes, in part because students may find it more engaging (Stockwell et al., 2015) and because it can be well suited to illuminating the abstract or hard-to-visualize phenomena that are the focus of so many biology classes (e.g., Dash et al., 2016; see Video Views and Reviews features in CBE—Life Sciences Education for other examples). The medium is not inherently effective, however; Guo et al. (2014) have shown that students often disregard large segments of educational videos, while MacHardy and Pardos (2015) demonstrate that some videos contribute little to student performance. What, then, are the principles that allow instructors to choose or develop videos that are effective in moving students toward the desired learning outcomes? Consideration of three elements for video design and implementation can help instructors maximize video’s utility in the biology classroom: Cognitive load Student engagement Active learning Together, these elements provide a solid base for the development and use of video as an effective educational tool.}, added-at = {2021-04-06T11:47:45.000+0200}, author = {Brame, Cynthia J}, biburl = {https://www.bibsonomy.org/bibtex/204faa655b790584a38e612202faf110b/yish}, interhash = {0e44a8152dc9ceccdc850d42e34169d7}, intrahash = {04faa655b790584a38e612202faf110b}, journal = {CBE—Life Sciences Education}, keywords = {EXP design education principles video}, number = 4, pages = {es6}, publisher = {Am Soc Cell Biol}, timestamp = {2021-04-06T11:47:45.000+0200}, title = {Effective educational videos: Principles and guidelines for maximizing student learning from video content}, url = {https://www.lifescied.org/doi/full/10.1187/cbe.16-03-0125}, volume = 15, year = 2016 }