Teaching with Instructional Video

Richard E. Mayer is Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara. Recognized as the world's most productive educational psychologist in Contemporary Educational Psychology, he is a recipient of the E. L. Thorndike Award for career achievement and the Scribner Award for outstanding research in learning and instruction.

'Instructional video is widespread in both informal and formal education globally. Richard E. Mayer provides evidence-based guidance that makes the science of designing effective instructional videos easy to understand and apply, grounding video design in decades of rigorous research and offering an invaluable resource for educators and instructional designers worldwide.' Guido Makransky, Professor of Educational Psychology, University of Copenhagen, Denmark

• Part I. Introduction: 1. Introduction to instructional video; 2. Historical foundations of instructional video; 3. Research methods for studying teaching with instructional video; 4. Theories of teaching with instructional video; Part II. Engage: Principles to Motivate Learners to Exert Effort to Learn: 5. Personalization principle: instructor uses conversational wording; 6. Voice principle: off-screen instructor speaks in an appealing human-sounding voice; 7. Embodiment principle: on-screen instructor draws while lecturing; 8. Perspective principle: demonstrations are recorded from a first-person perspective; 9. Positivity principle: on-screen instructor displays positive gestures and voice while lecturing; 10. Eye contact principle: on-screen instructor makes eye contact with the audience while lecturing; 11. Emotional design principle: key on-screen elements are visually appealing; Part III. Focus: Principles to Help Learners Focus on Relevant Information: 12. Simplicity principle: extraneous words and graphics are weeded out; 13. Visual signaling principle: instructor points to key visual elements while lecturing; 14. Caption principle: captions are added to a narrated video only under special circumstances; Part IV. Manage: Principles to Help Learners Manage the Flow of Relevant Information: 15. Segmenting principle: complex slides are presented by progressively adding parts; 16. Pretraining principle: names and characteristics of key terms are provided before the video; 17. Modality principle: words are spoken rather than printed; Part V. Connect: Principles to Help Learners Build Connections Between Corresponding Verbal and Visual Information: 18. Multimedia principle: video and narration are presented rather than narration alone; 19. Contiguity principle: printed text is placed next to the corresponding visual element; 20. Synchrony principle: attention is drawn to the visual element that the instructor's voice is talking about; Part VI. Assimilate: Principles to Help Learners Actively Make Sense of Incoming Information: 21. Note-taking principle: learners are prompted to take summary notes while viewing an instructional video; 22. Explaining principle: learners are prompted to generate verbal explanations during pauses in an instructional video; Part VII. General Conclusion: 23. Summary of design principles for teaching with instructional video.