An Approach to Measure the Pedagogy in Slides with Voice-Over Type Instructional Videos

: E-learning provides a more suitable learning environment for educators and learners. Hence, the e-learning community has rapidly increased over the years. At present, e-learning environments use several materials to transfer knowledge to learners. Out of various types of materials, instructional videos have become the prominent source of information in popular e-learning environments. Instructional videos in e-learning can be categorised into many types based on the content presentation method. Voice-over slides are popular instructional videos at present. Since the instructional materials are a key component of an e-learning environment, maintaining the required quality of these materials is vital. Using proper pedagogy in instructional materials mainly enhances the quality. There are many pedagogical principles proposed over the years, and these principles address different features of all instructional materials. Therefore, it is necessary to derive the applicable pedagogical principles based on the features available in the instructional video to analyse the pedagogy in an instructional video. The investigation related to this paper aims to derive an approach to analysing and quantifying the pedagogy in slides with voice-over type instructional videos. In this study, a thorough literature review first identified the pedagogical principles applicable to slides with voice-over type instructional videos. Next, the prominence of the identified pedagogical principles was derived from a Likert-scale survey conducted by several Information Technology undergraduates. The survey response assigned a rank to each identified pedagogical principle. The rank was derived by the mean score obtained for each pedagogical principle. Next, one-way ANOVA tests were performed for the mean score of pedagogical principles to derive their prominence levels. The ANOVA tests were conducted by adding adjacent pedagogical principles with a non-identical rank until the ANOVA results claimed a significant difference in variances. A new level was defined when the ANOVA results showed a significant difference. This study proposed a pedagogical score calculation formula using these levels (derived from the statistical analysis) to derive a qualitative measure of the use of pedagogy in slides with voice-over type instructional videos. The pedagogical evaluators and content developers can use the proposed scoring method to quantify and compare the pedagogy in slides with voice-over instructional videos.