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41 - Multimedia Learning with Instructional Video

from Part VIII - Multimedia Learning with Media

Published online by Cambridge University Press:  19 November 2021

By
Logan Fiorella
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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Summary

Video is one of the most popular ways to deliver instruction, yet researchers are only beginning to understand how to design effective video lessons. This chapter explores: (a) how to present the learning material (multimedia design), (b) how to present the instructor (instructor presence), and (c) how to foster student engagement (generative activity). The empirical evidence suggests videos are most effective when they adhere to basic multimedia design principles (e.g., coherence, redundancy, or segmenting), when they are sensitive to the benefits and boundaries of specific instructor presence features (e.g., the instructor’s face, eyes, and hands), and when they explicitly prompt learners to retrieve and make sense of the learning material (e.g., practice testing or self-explaining). Future research is needed to specify boundary conditions and apply video design principles to more authentic educational contexts.

Keywords

instructional videovideo lessonsmultimedia designinstructor presencegenerative activitiesdrawing
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 487 - 497
Publisher: Cambridge University Press
Print publication year: 2021

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