Instructional Video Research Articles

Watching videos of a drawing hand improves students' understanding of the normal probability distribution.

Understanding normal probability distributions is a crucial objective in mathematics and statistics education. Drawing upon cognitive psychology research, this study explores the use of drawings and visualizations as effective scaffolds to enhance students' comprehension. Although much research has documented the helpfulness of drawing as a research tool to reveal students' knowledge states, its direct utility in advancing higher-order cognitive processes remains understudied. In Study 1, qualitative methods were utilized to identify common misunderstandings among students regarding canonical depictions of the normal probability distribution. Building on these insights, Study 2 experimentally compared three instructional videos (static slides, dynamic drawing, and dynamic drawings done by a visible hand). The hand drawing video led to better learning than the other versions. Study 3 examined whether the benefits from observing a hand drawing could be reproduced by a dynamic cursor moving around otherwise static slides (without the presence of a hand). Results showed no significant learning difference between observing a hand drawing and a moving cursor, both outperforming a control. This research links the cognitive process of drawing with its educational role and provides insights into its potential to enhance memory, cognition, and inform instructional methods.

Use Of Sosial Media Youtube For Collaborative Learning

The goals of this paper is analyze and evaluate of design instructional video content on the performance of students in collaborative learning methods. Design of video content used the research 3 models are video slides, props and explanations lecturer, tested to student. Using the concept of TAM, visible results from the ease and understanding of the students learning process. Results of the analysis is a video tutorial uses props learning can provide a different effect on the improvement of student learning outcomes than the use of video learning using slides and video that explain the material just same as usual.

Systematic literature study on numeracy literacy activities: How to implement it

This article discusses the significance of numerical literacy in the use of appropriate models and media in mathematics education. The Systematic Literature Review (SLR) used in this article aims to analyze, identify, review, and interpret research on the use of models and learning media in improving students' numeracy literacy. This literature review involves three stages based on the PRISMA (Preferred reporting Items for Systematics Review and Meta-Analyses) flow diagram, namely literature screening with 153 documents, the Eligibility stage resulting in 58 relevant documents, and the Qualification stage producing 42 documents meeting the inclusion criteria. The eligible documents were analyzed using thematic analysis, highlighting main themes related to learning models and instructional media in numeracy literacy based on a review of 36 articles. The aftereffects of the examination demonstrate the way that proper models and learning media can upgrade understudies' numeracy proficiency abilities and assist them with applying numerical ideas in regular day to day existence. The implementation of numeracy literacy can be done through the use of case examples, problem-solving, and utilization of digital technology. Effective learning models for improving numeracy literacy include project-based learning, problem-based learning, Contextual Teaching Learning (CTL), Realistic Mathematics Education (RME), Game Based Learning, and Flipped Classroom. Several learning media that can be used include instructional videos, software, cultural innovations, and numeracy literacy modules. These approaches can help students become more active and engaged in mathematics learning.

Flipped classroom teaching model with video instruction improves skills in local anesthesia training

Local anesthesia (LA) training is an essential clinical skill in dental education. However, the traditional teaching method of student-to-student injection has ethical concerns. This study investigated whether a flipped classroom (FC) teaching model with instructional videos improves students' skills in administering LA. Fourth-year dental students in 2017 (traditional teaching, n=70) and 2018 (FC model, n=79) were assessed for their ability to perform an inferior alveolar nerve block and lingual nerve block. The FC group watched pre-recorded videos prior to a hands-on training session. Skills were evaluated using a 24-item checklist converted to letter grades. Perceptions of the FC approach were also surveyed. The FC group showed statistically significantly higher final grades than the traditional teaching group (P<0.05). Most FC students agreed that the videos improved clarity and learning objectives. The FC teaching model with procedural video instruction improved skills and confidence in administering LA over traditional teaching methods. Videos can be a beneficial supplement in pre-clinical dental training.

Impact of Video Lectures on Students’ Performance and Analysis of Viewer Demographics in Online Courses

ABSTRACT The objectives of this study were to validate the effectiveness of using instructional videos in online introductory accounting courses and to examine how specific student characteristics relate to online video-viewing behavior. Data were collected from ten online course sections of introductory financial accounting taught by two different instructors in the fall 2021 and spring 2022 semesters (n = 240). Students were instructed, but not required, to watch faculty-recorded instructional videos before completing the homework assignments and assessments for each topic. Students’ percentage of course videos viewed and final course grades were analyzed. The relationships between students’ video-viewing behavior and the student characteristics of gender, program major, age, degree level, ethnicity, and GPA, were also analyzed. The findings clearly show that viewing faculty-recorded instructional videos significantly impacts actual student performance. Students’ age and the percentage of videos viewed are weakly but positively correlated, whereas students’ GPAs and the percentage of videos viewed are significantly correlated. The final contribution is a predictive multivariable model that can predict student outcomes based on the significant predictors of GPA and the percentage of videos viewed. This paper contributes empirical data about using faculty-recorded videos in asynchronous, online accounting courses.

Working with an instructional video on mathematical modeling: upper-secondary students’ perceived advantages and challenges

Many instructional videos in mathematics education target knowledge of procedures and algorithms. To design instructional videos that support students in a non-algorithmic domain, such as mathematical modeling, we developed a framework based on research on heuristic worked examples and instructional videos. Because students’ perceptions play an important role in whether they will engage with a learning resource, our research questions focus on the advantages and challenges students perceive when they work with an instructional video on mathematical modeling and solve a subsequent related modeling problem. Using a video based on the developed framework, we conducted an interview study with 14 pairs of upper-secondary students. The results of the qualitative text analysis showed that the perceived advantages and challenges were related to certain design features and to the processes of self-regulated learning with the video. The students experienced challenges regarding the video’s duration, the transfer to a subsequent related modeling problem, the absence of a teacher, and self-discipline. Hence, further learner support is necessary to guide the transition from working with a video to autonomous modeling, such as combining the video with strategic instruments and teacher support. In addition, interactive video features may be essential, as the students enjoyed how those features involved them in the process of watching the video. Overall, the results indicate that instructional videos are promising for providing heuristic worked examples, offering an innovative approach for teaching and learning mathematical modeling.

Effects of instructional video and community radio broadcasting interventions to improve knowledge and behavior of antibiotic use in the COVID-19 era

BackgroundAntibiotic overuse is a serious health issue. It has been demonstrated that improper antibiotic use is linked to a lack of knowledge in the public. To encourage judicious antibiotic use in the COVID-19 ERA, it is critical to provide accessible and secure therapies. ObjectivesThis study aimed to assess the effects of instructional video and community radio broadcasting interventions on knowledge and behavior of antibiotic use. MethodsAdults over the age of 20 were enrolled in a quasi-experimental study. A total of 369 representatives were divided into two groups: 185 participants in the control group and 184 participants in the intervention group. Data were collected twice, before and after the educational program by community health workers. Both descriptive and inferential statistics were used to analyze the data. ResultsThe participants’ average age was 56.4 ± 0.6 years. Most of the respondents were female (264, 71.5%) and had only received an elementary education (186, 50.4%). A mean difference score was produced for the control and intervention groups. Both groups experienced a statistically significant gain in mean difference score of knowledge following the educational program (3.42 ± 4.18, [95% CI 2.81–4.02] vs 5.42 ± 4.97, [95% CI 4.69–6.14]) (P < 0.001). A mean difference score was produced with behavior (1.78 ± 3.45, [95% CI 1.28–2.28] vs 2.77 ± 3.06, [95% CI 2.28–3.27]) (P < 0.001). A mean difference in knowledge score between the groups was greater, with the intervention group scoring higher; all significant variables were controlled by multivariable regression analysis (1.31 [95% CI 0.53–2.09]) (P = 0.001). Similarly, a mean difference behavior score (1.34 [95% CI 0.82–1.86]) (P < 0.001). ConclusionThe integration of an educational poster, instructional video, and community radio broadcasting interventions about antibiotic use through CHWs in local communities is beneficial. This program should be implemented at the national level to promote rational drug use. Future studies should investigate how the educational program affects antibiotic use rates in the long term.

Impact of new media on the reform of physical education teaching in faculty

It is evident that mass media play a significant role in shaping and influencing physical education. Over the years, mass media platforms such as television, the internet, social media, and advertising have increasingly impacted the way individuals perceive and engage with physical activity. Firstly, mass media has the power to create awareness and promote the importance of physical education. Through various mediums, it can highlight the benefits of regular exercise, sports participation, and healthy lifestyle choices. By featuring athletes, fitness programs, and success stories, mass media inspires individuals to adopt an active and health-conscious approach to physical education. Secondly, mass media acts as a platform for disseminating knowledge and information related to physical education. It provides access to a wealth of resources, training tips, instructional videos, and expert advice, enabling individuals to enhance their understanding of different forms of physical activity. This wide availability of information encourages people to explore diverse disciplines, discover new activities, and make informed decisions about their physical education journey. This study was conducted qualitatively. A comprehensive literature review provides an overview of the existing studies on the topic, highlighting the gaps in knowledge and areas requiring further investigation. The research also examines the implications of new media on student motivation, participation, and skill acquisition within the context of physical education. It investigates how digital tools can facilitate active learning, foster collaboration among students, and encourage lifelong engagement in physical activities beyond the classroom setting.

Pre-service CEIT teachers’ preferred YouTube use motives, engagements, video categories, and differences by gender

ABSTRACT Present study investigates the motives that pre-service computer education and instructional technologies (CEIT) teachers employ while deciding on the level, type, way of engagement with and the length of YouTube videos that they watch. The investigation is based on the various demographic variables such as gender and content creation status. Non-experimental comparative and descriptive designs are utilized for the purposes of the study. 253 pre-service CEIT teachers took part in the study after being selected purposively depending on their YouTube experience Results of the study revealed that the dominant motive of pre-service CEIT teachers in deciding on which YouTube video to watch is “information seeking” and that they show passive engagement in watching existing content on YouTube and reading related comments. While both YouTube use motives differ by gender, YouTube engagement and content creation status appeared not to vary as much. The most striking finding of the study is about the duration of watching instructive videos, as these videos with different features were found to be viewed by participants for 5–10, 10–20, or 30+ minutes. Present study also recommends some implications about how to develop instructive video content and the appropriate YouTube video length.

Instructional Video of a Standardized Interprofessional Postsimulation Facilitator-guided Debriefing of a Fatality in Plastic Surgery

Background: Postsimulation facilitator-guided debriefing (PSFGD) is the process of intentional discussion of thoughts, actions, and events that took place during simulation amongst the facilitator(s) and trainees. Despite the significance of delivering high-quality debriefings, there is a lack of evidence-based guidelines. Our study aimed to provide an instructional video demonstration of a PSFGD of a fatality. Methods: Fifty surgical interns participated in a burn simulation scenario in two groups. Group 1 (control, or “no exposure,” n = 25) consisted of residents who received oral postsimulation debriefing from an independent faculty member who had no exposure to our instructional video on how to debrief effectively. Group 2 (intervention, or “exposure,” n = 25) consisted of interns who were debriefed by the second faculty member who did watch our instructional video before the simulation and learned about “advocacy and inquiry” techniques. The outcome measures were the Debriefing Assessment for Simulation in Healthcare score and the postdebrief multiple-choice question (MCQ) quiz scores to assess debriefers’ performance and interns’ knowledge consolidation, respectively. Results: The “exposure” group presented statistically significantly higher values for the Debriefing Assessment for Simulation in Healthcare score (P &lt; 0.001) and MCQ score (P &lt; 0.001) compared with the “no exposure” group. Conclusions: Debriefers who followed the methodology as demonstrated in our instructional video were considered more competent, and the residents achieved higher MCQ scores. The quality of the debriefing ensures improved critical thinking and problem-solving skills. Safer practice and better patient outcomes are achieved by developing debriefing programs for educators.

Supporting the Health and Well-Being of Caregivers of Persons with Pain Strategies to address stress and improve self-care.

This article is part of a series, Supporting Family Caregivers: No Longer Home Alone, published in collaboration with the AARP Public Policy Institute. Results of focus groups, conducted as part of the AARP Public Policy Institute's No Longer Home Alone video project, supported evidence that family caregivers aren't given the information they need to manage the complex care regimens of family members. This series of articles and accompanying videos aims to help nurses provide caregivers with the tools they need to manage their family member's health care at home. This new group of articles provides practical information nurses can share with family caregivers of persons living with pain. To use this series, nurses should read the articles first, so they understand how best to help family caregivers. Then they can refer caregivers to the informational tear sheet-Information for Family Caregivers-and instructional videos, encouraging them to ask questions. For additional information, see Resources for Nurses. Cite this article as: Tonkikh, O., et al. Supporting the Health and Well-Being of Caregivers of Persons with Pain. Am J Nurs 2023; 123 (6): 55-61.

Effects of Mind-Body Qigong Exercise on Overall Health, Fatigue/Sleep, and Cognition in Older Chinese Immigrants in the US: An Intervention Study with Control.

Culturally relevant exercises may help improve health and address disparities faced by older immigrants due to language and cultural barriers. Few studies have focused on such exercise interventions among older Chinese immigrants at US daycare centers. We conducted a 10-week nonrandomized controlled trial in older Chinese immigrants in Philadelphia, US. The intervention group practiced Chinese Qigong (Baduanjin) 5 days a week guided by trained research assistants and video instructions. The control group maintained their usual daily activities. We collected self-report assessments on overall health, sleep, and fatigue and implemented two computerized cognitive tests measuring psychomotor vigilance task (PVT) and memory twice, preintervention and postintervention. Repeated measures general linear model (GLM) and paired samples t-tests were used for data analyses. Eighty-eight older adults (Qigong, n = 53; control, n = 35) with an average age of 78.13 (SD = 5.05) were included. Groups showed no significant differences at baseline evaluation. After the 10-week exercise, the intervention group showed significant improvements in overall health (p=0.032), fatigue (p < 0.001), and cognitive functions including memory (p=0.01), response speed (p=0.002), and response time (p=0.012) on the PVT, as well as marginally significant benefits in sleep (p=0.058). Between-group comparisons identified significant group-by-time interactions in health (p=0.024), sleep (p=0.004), fatigue (p=0.004), and memory (p=0.004). We revealed significant positive effects of Qigong in older Chinese immigrants across multiple health domains. Findings highlight the potential of a culturally relevant exercise in addressing health disparities.

Islamic Manners Education for Autistic Children through Practical Video

Education related to manners, ethics, and good behaviour is extremely important for all individuals, including children with autism. These kids can communicate with people in a proper and socially acceptable way by learning etiquette. Children with autism frequently struggle with communicating, as is well recognized. Therefore, learning etiquette can assist them in acquiring effective communication skills, including speaking politely and listening attentively. But it's difficult to teach manners to kids with autism because there aren't any learning tools available for them. With the development of technology, it is now necessary to customise learning tools for autistic children in order to meet their unique demands. In order to learn effectively, these kids heavily rely on technology aid. Hence, this study will identify suitable etiquette and behaviour to be practiced by autistic children using quotes from the Hadith that pertain to Islamic manners. The study will also develop a practical video on Islamic etiquette as a learning tool against autistic children. In order to facilitate the structuring and analysis of the data collection, the research design of this study used the qualitative technique. The ADDIE paradigm is used in this study's production of instructional videos for autistic kids. The findings of this study suggest that making instructional movies for kids with autism is essential to assisting them in understanding the Islamic etiquette.

The Role of Media in Teaching and Learning of Reading and Writing Skills in Dodoma Early Primary Schools, Tanzania

The Tanzanian government has enacted policies aimed at ensuring that children attain a level of proficiency in reading, writing, and arithmetic by the time they finish either their second or third grade. Nevertheless, empirical research suggests that a section of children is completing the obligatory seven-years’ duration of primary education without attaining essential proficiencies in reading and writing. However, it has been noted that the utilization of digital technology has a positive impact on the advancement of reading and writing abilities. This study examined the impact of digital media on the educational practices of lower-grade classrooms, specifically in relation to the enhancement of reading and writing abilities. The research encompassed a total of 36 individuals, comprising 12 teachers in the early grades, 6 school administrators, and 6 professionals specializing in information technology. These respondents were selected from 6 primary schools located in Dodoma City. The investigation focused on 3 government-run primary schools and 3 non-governmental primary schools. The research included a combination of qualitative and quantitative approaches within a contemporaneous triangulation methodology. The study's primary findings indicate that digital media is frequently employed for educational objectives. Students are not just utilizing technology, but also developing literacy competencies, and this early integration can be perceived as advantageous for further scholarly pursuits. Educators commonly hold the belief that various multimedia tools, including cartoons, instructional videos, digital media such as projectors, and online platforms like as YouTube, Twinkly, Akili, and Pinterest, have the potential to augment students' literacy abilities. This study proposes that educational institutions should prioritize the selection of digital resources that are specifically developed for educational purposes, in accordance with the curriculum, incorporate diverse media formats, and cater to various learning styles.

The advantage of videos over text to boost adolescents' lateral reading in a digital workshop

ABSTRACT Today, fostering media and information literacy (MIL) among citizens is essential for preserving democracy. The effectiveness of scalable interventions, particularly those employing lateral reading, a fact-checking heuristic, is well recognised. Our digital workshop, designed to model lateral reading from a user's perspective, has proven beneficial in educational settings and has garnered expert endorsement. Addressing recent scholarly calls to understand the underlying mechanisms of successful MIL interventions, our study is anchored in Cognitive Load Theory. We examine how different instructional modalities in our workshop influence engagement with lateral reading and how effectively it is executed. The study separates implicit text feedback and hands-on video instructions, previously combined, in a full-factorial design using a parallel-group RCT. We analysed the responses of 178 upper-secondary students in the online workshop and conducted a detailed video analysis of 30 students participating in a controlled environment at their schools. Our findings reveal that hands-on video instructions notably enhance both the engagement and effectiveness of the lateral reading heuristic. This study underscores the significance of a human-computer interaction perspective in designing more impactful media and information literacy interventions.

“The Videos Made Me Feel Less Alone”: Feasible Executive Function Supports For Families

Executive function challenges are linked to important outcomes in adulthood, including mental and physical health and employment. Executive function skills can be taught but require support for generalization into home and school settings. The present study examined the feasibility of a series of brief videos (e.g., animations, expert and caregiver interviews) for caregivers of children with symptoms consistent with a neurodevelopmental disorder and flexibility or planning/organization problems. Caregivers (n = 102) viewed 12 videos over a four-month time period that describe ways to support and model executive function skills for their children. Quantitative and qualitative feedback suggest caregivers found the videos acceptable, feasible, and that they changed their view of their child’s EF challenges. In addition, caregiver knowledge of key executive function strategies and concepts improved. Results suggested these videos show promise to reduce caregiver-reported sense of strain and child executive function problems; however, caregiver competence did not improve from pre- to post-video review. These findings suggest even brief, online, and asynchronous caregiver-oriented instructional videos on executive function supports may improve caregiver and child outcomes. Moreover, they raise the possibility that low-cost, highly accessible caregiver support tools may yield important benefits for a common and potent childhood difficulty. Given the present study is a preliminary feasibility study of the caregiver support videos, future randomized controlled trials are necessary to fully examine caregiver- and child-related outcomes.

E-mpowering Learning: Innovating Entrepreneurship Education through Digital Media Inclusion and Digipreneur Approach at Andikpas LPKA Class I Palembang

This study aims to develop E-Mpowerment learning media that involves the inclusion of Digipreneur entrepreneurship at Andikpas LPKA Class I Palembang. The development method used is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study involves education experts, entrepreneurship experts, and students of Andikpas LPKA Class I Palembang as respondents. The result of the development of E-Mpowerment learning media is an interactive digital platform that provides entrepreneurship learning materials tailored to the needs of students at Andikpas LPKA Class I Palembang. The platform is equipped with interactive learning features such as instructional videos, business simulations, and interactive quizzes. Additionally, the platform provides content that can be accessed independently by students and supports Digipreneur entrepreneurship inclusion. This study has generated positive feedback from education experts, entrepreneurship experts, and students. They stated that the E-Mpowerment learning media is effective in improving students' understanding of entrepreneurship concepts, digital skills, and learning motivation. Furthermore, Digipreneur entrepreneurship inclusion provides opportunities for students to develop creativity, innovation, and an entrepreneurial mindset. In conclusion, this study has successfully developed effective E-Mpowerment learning media to enhance entrepreneurship skills among students at Andikpas LPKA Class I Palembang. This learning media provides an interactive and inclusive learning experience through the Digipreneur entrepreneurship approach. It is hoped that this research can serve as a reference for the development of innovative and technology-relevant learning media in the context of entrepreneurship education.

What makes video‐based academic lectures difficult for language learners to comprehend? The role of multimodal complexity

AbstractBy taking a multidisciplinary, evidence‐based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self‐ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed using sophisticated natural language processing and computer vision algorithms to extract and compute a wide range of multimodal complexity indices. The results of a linear mixed‐effects model demonstrated that pitch variation and academic spoken formulaic sequences helped to facilitate viewing comprehension, whereas infrequent words, image clutter, the number of visual objects, salient objects, visual texts, shots, and moving objects all impeded viewing comprehension. This study concludes by presenting a number of practical implications that can prove useful for English as a Foreign Language teachers and practitioners alongside a comprehensive agenda for future research in this area.

Quality of Pelvic Floor Therapy Videos on YouTube: Does Popularity Predict Reliability?

This study reviewed instructional videos on YouTube regarding pelvic floor physical therapy and assessed the association between the videos' popularity and the reliability of the videos' content. YouTube was searched using the terms relevant to pelvic floor muscle training. The first 100 videos for each search term were screened, and relevant metrics were collected for those meeting the inclusion criteria. Videos were assessed by 2 independent, trained health care professionals for reliability using the Medical Quality Video Evaluation (MQ-VET) tool, the modified DISCERN tool, the Journal of American Medical Association benchmark criteria, and the Global Quality Score. Popularity was assessed using the Video Power Index (VPI). Higher values for all scoring systems correlated with greater reliability and greater popularity, respectively. Five hundred videos were screened. Two hundred thirty-four videos were duplicates, and 99 did not meet the inclusion criteria. A total of 167 videos were reviewed. The median VPI and MQ-VET score was 201,114.76 (interquartile range, 7,194,020.29) and 48.00 (interquartile range, 12.75), respectively. Spearman's R value was 0.292 (P < 0.001), demonstrating a weak positive correlation between MQ-VET scores and VPI. The interrater reliability of the MQ-VET was good, with an intraclass correlation coefficient of 0.86 (95% confidence interval, 0.71-0.92). In summary, we identified a statistically significant but weak positive correlation between the reliability and popularity of YouTube videos about pelvic floor physical therapy.

Sustainable Culinary Skills: Fostering Vegetable-Centric Cooking Practices among Young Adults for Health and Environmental Benefits—A Qualitative Study

With young adults (18–30 years) having low vegetable intake, primarily due to inadequate cooking skills, this study aims to explore the usability and desirability of educational tools, such as written recipes and cooking videos, to foster sustainable eating habits. Employing a descriptive, qualitative, and user-centered design, three focus groups were held at a major urban university campus in New Zealand, engaging students and staff within the target age group. Discussions with 15 participants identified key facilitators of vegetable-based cooking, including access to ingredients, ease of recipe visualization, and cost-effectiveness. Consequently, 13 vegetable-centric recipes and instructional videos were created, incorporating nutritional value, affordability, and preparation efficiency. These resources, tailored to young adults’ preferences, were designed to mitigate the identified barriers to vegetable use, contributing to sustainable food practices. The application of a user-centered approach in developing educational content yielded a set of recipes and videos that not only address the gaps in cooking skills among young adults but also promote the broader goals of sustainability in food consumption patterns. This approach offers actionable insights for practitioners and food marketers to enhance vegetable utilization and sustainable eating behaviors in this demographic.