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Designing Multimedia for Improved Student Engagement and Learning: Video Lectures
Abstract
Instructional video in flexible education is a critical knowledge dissemination method using multimedia. Video lectures can produce effective learning when instruction is designed with consideration for the limited and transient information processing capacity of working memory to manage concurrent mental processing in both the auditory and visual channels and generate active processing. Using theories of cognition, this study devised an instructional design (ID) framework for video lectures of varying formats and lengths to enhance the experience of novice learners in an undergraduate course during the COVID-19 pandemic. The ID articulated the complexities and nuances in multimedia teaching and learning. A mixed method study obtained participant (n=180) perceptions about their learning experience and engagement. The study concluded that segmented lectures in various formats positively impacted learning and engagement, with the optimal video lecture length being 5-10 minutes. This chapter discusses the ID elements, viewing practices and engagement in multimedia learning.
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