Abstracts
Abstract
Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voice-over, to highly elaborate video post-production. Previous work evaluated the effectiveness of several production styles, but there has not been any consistent taxonomy, which would have made comparisons and meta-analyses possible. Therefore, we need a taxonomy of instructional video formats that facilitates the understanding of the landscape of available instructional video production styles. For this purpose, we surveyed the research literature and examined contemporary video-based courses, which have been produced by diverse educational organizations and teachers across several academic disciplines. We organized instructional video styles in two dimensions according to the level of human presence and to the type of instructional media. In addition to organizing existing instructional videos in a comprehensive way, the proposed taxonomy offers a design space, which should facilitate choice, as well as the preparation of novel video formats.
Keywords:
- video,
- instructional,
- lecture,
- webcast,
- podcast,
- format,
- production,
- style,
- embodiment,
- instructional media,
- MOOC
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97.
- Bolter, J. D., & Grusin, R. A. (2000). Remediation: Understanding new media. MIT Press.
- Chen, C. M., & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121.
- Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
- Cross, A., Bayyapunedi, M., Cutrell, E., Agarwal, A., & Thies, W. (2013, April). TypeRighting: Combining the benefits of handwriting and typeface in online educational videos. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 793-796). ACM.
- Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the First ACM Conference on Learning@ Scale Conference (pp. 41-50). ACM.
- Ilioudi, C., Giannakos, M. N., & Chorianopoulos, K. (2013). Investigating differences among the commonly used video lecture styles. Workshop on Analytics for Video Learning (Vol. 983, pp. 21-26). CEUR Workshop Proceedings.
- Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The instructor's face in video instruction: Evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724.
- Li, J., Kizilcec, R., Bailenson, J., & Ju, W. (2016). Social robots and virtual agents as lecturers for video instruction. Computers in Human Behavior, 55, 1222-1230.
- Lyons, A., Reysen, S., & Pierce, L. (2012). Video lecture format, student technological efficacy, and social presence in online courses. Computers in Human Behavior, 28(1), 181-186.
- Mayer, R. E., & DaPra, C. S. (2012). An embodiment effect in computer-based learning with animated pedagogical agents. Journal of Experimental Psychology: Applied, 18(3), 239.
- Santos-Espino, J. M., Afonso-Suárez, M. D., & Guerra-Artal, C. (2016). Speakers and boards: A survey of instructional video styles in MOOCs. Technical Communication, 63(2), 101-115.
- Seaton, D. (2016). Exploring course structure at HarvardX: A New Year's resolution for MOOC research (Blog post). Harvard University. Retrieved from http://vpal.harvard.edu/blog/exploring-course-structure-harvardx-new-year%E2%80%99s-resolution-mooc-research
- Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the anatomy of a screencast: Uncovering common elements and instructional strategies. International Review of Research in Open and Distance Learning, 11(3).
- Swarts, J. (2012). New modes of help: Best practices for instructional video. Technical Communication, 59(3), 195-206.
- ten Hove, P., & van der Meij, H. (2015). Like it or not. What characterizes YouTube's more popular instructional videos? Technical Communication, 62(1), 48-62.
- Thompson, C. (2011). How Khan Academy is changing the rules of education (Blog post). Wired. Retrieved from http://www.wired.com/2011/07/ff_khan/