7 Best Practices for Digital Video for Education

Check out these research-based practices to promote learning!

Lasseter, S. (2020). Out of the YouTube Rabbit Hole: Evaluation of Digital Videos for Secondary STEM Educators. In T. Cherner. Editor. In-Progress: Ideas, Insights, and Innovations to Propel the Future of Education. (pp. 114-164). [ Ссылка ]

Alsadhan, A., Alhomod, S., & Shafi, M. (2014). Multimedia Based E-learning: Design and Integration of Multimedia Content in E-learning. International Journal of Emerging Technologies in Learning, 9 (3). DOI: [ Ссылка ]

Austin, K. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339-1354. DOI: [ Ссылка ]

Babiker, M., & Elmagzoub, A. (2015). For Effective Use of Multimedia in Education, Teachers Must Develop Their Own Educational Multimedia Applications. Turkish Online Journal of Educational Technology-TOJET, 14(4), 62-68. Retrieved from [ Ссылка ]

Chen, C., & Wu, C. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121. [ Ссылка ]

Clark, R., & Mayer, R. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Hoboken, U.S.: Wiley & Sons. DOI: [ Ссылка ]

Cook, M. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091. DOI: [ Ссылка ]

Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the first ACM conference on Learning (pp. 41-50). ACM. DOI: 10.1145/2556325.2566239

Leopold, C., Sumfleth, E., & Leutner, D. (2013). Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer. Learning and Instruction, 27, 40-49. Retrieved from: [ Ссылка ]

Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760. DOI: [ Ссылка ]

Moore, V., & Serfin, M. (2016). An Examination of Web-based Educational Videos: A Guide for Teachers. Society for Information Technology & Teacher Education International Conference (pp. 2217-2222). Association for the Advancement of Computing in Education (AACE). [ Ссылка ].

Park, B., Flowerday, T., Brunken, R. (2015). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44. 267-278, DOI: 10.1016/j.chb.2014.10.061

Rose, D., Harbour, W., Johnston, C., Daley, S., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151. Retrieved from: [ Ссылка ]

Ritzhaupt, A., Pastore, R., & Davis, R. (2015). Effects of captions and time-compressed video on learner performance and satisfaction. Computers in Human Behavior, 45, 222-227. DOI: [ Ссылка ]

Nathan, M., & Sawyer, R. (2014). Foundations of the learning sciences. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, 2nd ed. (pp. 21-43). New York, U.S. Cambridge University Press

Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in
learning with dynamic visualizations. Learning and Instruction, 19(6), 481-494. [ Ссылка ]

Wang, J., & Antonenko, P. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79-89. DOI: [ Ссылка ]

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