Some do's and don'ts of Educational Videos

Abstract

Background

This commentary synthesises findings from six articles forming a special issue on Educational Videos in Learning and Instruction. These studies, grounded in multimedia learning principles, aim to explore the impact of various video design elements and interventions on learning, cognitive load, and motivational outcomes.

Methods

The articles examined various video design features, including prompts, emotional design, talking heads, subtitles, and human presence. Empirical studies employing experimental and quasi-experimental designs were reviewed, with a focus on their methods, key findings, and theoretical implications.

Results

Positive learning outcomes were observed when videos incorporated deeper processing tasks, prompts, and emotional design elements. However, no significant learning gains were found with the inclusion of talking heads or subtitles. While human presence, such as guiding hands, was frequently used, no advantages from embodied cognition were detected. Self-reported cognitive load consistently aligned with learning outcomes as predicted by cognitive load theory. Despite many interventions enhancing social and motivational factors, these improvements did not translate into measurable learning gains, revealing an unexpected disconnect.

Conclusions

The commentary concludes with practical guidelines for designing educational videos and recommendations for future research. Effective design practices emphasise fostering cognitive engagement while addressing the limitations of emotional and social enhancements in promoting learning. These insights highlight critical considerations for optimising video-based learning and related research methodologies.