Though video is not a recommended tool for imparting detailed information to students, its power to elicit an emotional response in learners makes video one of the best tools for increasing student retention. When learners connect classroom concepts to an emotional experience, those concepts are easier for students to recall. In addition to forging an emotional connection with course content, instructional video can also be used to:
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- Increase comprehension of new or abstract concepts by providing auditory and visual instruction
- Build connections between instructor and students; students and their peers
- Create a shared understanding of a concept and/or introduce background knowledge
No matter the rationale for using instructional video, incorporating visual media into the classroom takes a lot of effort and planning from the instructor. For this reason, it’s important to understand how to effectively create instructional videos or use existing video resources so that instructor time and effort are well spent.
Chunk Your Video
Video does not allow students the processing time needed for learning to occur. Since working memory is only 20 seconds, without providing opportunities to process information during a video, learners may finish watching an instructional clip with the illusion of having learned. When learners are tested after watching a video clip, results show that viewers cannot recall the information that they had the perception of having learned. A strategy that addresses the working memory limitation is recording videos so that learners can rewind and listen to video segments as many times as they need to understand and remember the information. Video quizzing, where students are asked to recall learned information before moving onto the next part of the video, is another effective strategy for providing processing time. Kaltura In-Video Quizzing and Playposit are two options for anyone interested in video quizzes. Repeating key information throughout the video is another way to improve a video’s instructional effectiveness as repetition leads to long term retention. Another consideration when selecting or creating videos is to keep your videos short. If possible, create 6-9 minute videos, which are the ideal length for student engagement. If you need to use longer videos, you can chunk the content or break up the video into separate parts with opportunities for active learning in between videos.
Limit Video Noise
Limit video “noise” by only showing what students need to see on screen. When creating a video for class, avoid showing too much on the screen at once. When introducing a semantically demanding concept, showing a visual representation of the concept in addition to the instructor talking is not recommended. Another addition that is not helpful unless used for accessibility is inclusion of the audio transcript. Best practice is to only show what is most necessary to understand the concept. For example, in a video lecture working through a math problem, show the math problem; to model hooking a reader with a story, show video of the instructor telling a story so that students can see the act of storytelling. Other considerations for limiting video noise is to steer clear of background music. The goal of the video is not entertainment, but learning. Make sure your video includes quality audio as quality audio has been shown to positively impact learning. You can also advise students to watch instructional videos in fullscreen mode or on a bigger screen, which is another proven way to increase learning from instructional video.
Add Variety
There is substantial evidence to show that videos containing a variety of techniques, for example a filmed experiment simulation interrupted with video of the instructor speaking directly to the viewer, is more engaging than a video with only one technique. Showing a transcript, slides, and yourself speaking on one screen can be overwhelming for students. However, when varied techniques are edited together to increase variety and accessibility, student engagement and retention also increases. Also, providing students with the ability to choose what they see on the screen, such as captions or the speaker, ensures accessibility and limits cognitive load. Interest can also be added if the camera angle or location changes. If you have decided to create a video for instructional use, consider meeting with the instructional video team to discuss available options for producing studio quality videos. The Instructional video studio has a range of tools available that make it possible for you to increase student engagement with your videos. The Instructional Video team can assist any LSA instructor with:
- Planning, production, and polishing
- Studio or on-campus-location recording
- Recording lectures, demonstrations, and tutorials
- One-on-one consultations on most effective uses of instructional media
- Tutoring in how to use audio-visual software to create course media
To see samples of featured instructional video projects, visit this link to LSA Technology Services Instructional Video Sample Reel 2022.
