Guideline for creating educational videos
This guideline was created to give a theoretical framework for the nuances of the educational video development process. Please look into the articles for more details or you can contact me directly.
|Section||Why it is important?||Research author(s)|
|Pre-production||One of the most important parts of an efficient educational video creation process.||Guo et al. 2014|
|Talking-head||Common educational video type. Evidenced to promote high engagement with personalization benefits.||Guo et al. 2014; Clark and Mayer 2008|
|Static images||Slides, code or other pictorial information. Graphic types and their efficient use.||Guo et al. 2014; Clark and Mayer 2008|
|Animation||Motion animation and highlighting. Efficient for temporal changes and directing attention.||Clark and Mayer 2008; Tversky et al. 2002|
|Khan-style||Common educational video type. Evidenced to promote high engagement in problem-solving type videos.||Guo et al. 2014; Barretto et al. 2014|
|Micro-level activities||Promotes easier absorption of information and engagement.||Merk et al. 2011|
|Macro-level activities||Can enrich content but requires training.||Kalyuga 2009; Delen et al. 2014|
|Pausing – Free recalling||Active free-recalling between heavy cognitive load segments can increase the transfer of information.||Cheon et al. 2014|
|Dividing||Decreases the load on working memory and thus facilitates processing of different segments.||Clark and Mayer 2008; Mayer and Chandler 2001; Moreno 2007; Schwan et al. 2000; Zacks et al. 2007|
|Duration||An approximation of the correct length of a segment for increased engagement.||Guo et al. 2014|
|Section||Why it is important?||Research author(s)|
|A person in the video||Evidenced to promote deeper engagement.||Clark and Mayer 2008; Guo et al. 2014|
|A person in the video – Enthusiasm||Evidenced to promote deeper engagement.||Guo et al. 2014|
|Non-verbal immediacy||Affects student motivation and perception of teacher credibility.||Houser et al. 2007; Kearney et al. 1985; Burgoon et al. 2002|
|Static graphics – Graphic types||Framework for using graphics efficiently.||Clark and Mayer 2008|
|Static graphics – Text||When and how text should be used efficiently.||Clark and Mayer 2008|
|Animation – Highlighting||The benefits of directing user attention through different highlighting means.||Paik and Schraw 2013; Mayer 2005; Atkinson 2002; Craig et al. 2002; Jeung et al. 1997|
|Animation – Tracing||Reduces cognitive load by leaving a trace of the animation.||Ng et al. 2013|
|Animation – Motion||Efficient for depicting complicated temporal changes.||Ng et al. 2013|
|Animation – Pre-training||Preparing viewers for heavy cognitive load of motion type animation.||Mayer and Moreno 2003; Clark and Mayer 2008; Mayer et al. 2002; Pollock et al. 2002|
|Animation – Schematic||The schematic use of animation over realistic animation.||Cheon et al. 2014; Tversky et al. 2002|
|Sound effects and music||Framework for using sound effects and music efficiently.||Mallon et al. 2012|
|Narration – Pitch and loudness||Affects motivation.||Calandra et al. 2008|
|Narration – Conversational style||Promotes learning efficiency.||Clark and Mayer 2008; Beck et al. 1996|
|Narration – Native speaker||Increases information transfer efficiency.||Atkinson et al. 2005; Mayer et al. 2003|
|Narration – Pace||High pace increases engagement.||Guo et al. 2014; Calandra et al. 2008|
|Narration – Tone||Affects motivation.||Calandra et al. 2008|
|Narration – Tone – Politeness||Has a positive impact on learning efficiency.||Wang et al. 2008|
|Narration – Tone – Humor||Affects motivation and credibility.||Houser et al. 2007|
|Narration – Tone – Enthusiasm||Affects engagement.||Guo et al. 2014|
|Audio quality||Highlights the importance of audio quality.||Reeves and Nass 1996|
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