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Design guidelines for instructional videos in secondary mathematics education : exploring student and teacher preferences

Kolthof, A.A. (2021) Design guidelines for instructional videos in secondary mathematics education : exploring student and teacher preferences.

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Abstract:Recent technological and educational developments led to an increased need for well-designed instructional videos. Instructional videos offer many advantages for student learning and engagement, especially for complex subjects like mathematics. Over the past years much progress has already been made to understand when instructional videos do or do not produce these learning benefits, particularly in higher education. The current study adds to this research base by exploring to what extent research-based design guidelines for multimedia learning match the preferences of students and teachers in Dutch secondary mathematics education. The results of a survey (N=175), students focus groups (N=21) and teacher interviews (N=2) revealed that many of the design guidelines for multimedia learning also apply to instructional videos for secondary mathematics education. This study did pinpoint design aspects that seem to differ for this subject: the complexity of mathematical problems asks for on-screen text, such as mathematical formulas and equations, and the pace of the videos should enable students to write along the worked-examples often used in this type of videos. In addition, the results suggest that some design features are not yet commonly used in instructional videos for this subject, such as segmentation into meaningful chapters and activating (interpolated) questions.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/86436
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