Richard Mayer has long applied the careful rigor of experimental design to the study of multimedia instructional variables. Some of his recent research has centered on video presentation and seems well suited to informing the presentation component of online instruction. Mayer and colleagues have pulled together several specific tactics that should be helpful.
- Dynamic drawing effect
This suggestion is focused on situations in which an instructor is demonstrating a procedure. The easiest example is probably the solution to a math problem. The research contrasts approaches in which the instructor draws on a whiteboard while explaining vs. instructor points to drawing completed before explanation. Mayer’s analysis of the research indicates it is more productive to display the process step by step rather than display the entire series of steps and then explain the entire process. I would be tempted to propose that this might also inform the display of bullet points in a PowerPoint-type presentation, but some other interesting research suggests this is different. This related research shows the instructor as he/she works through a problem, shows the instructor’s hand as the problem is solved, or reveals the steps only. It appears that the hand vs. no hand difference is meaningful and Mayer uses this difference to criticize the Sal Kahn style videos.
Watching the content unfold is important, but it also seems that the connection to the human is important.
2. Gaze guidance principle
The gaze guidance principle concerns the visibility of the focus of the instructor’s attention – on the audience, on the content, or switching between. Mayer summarizes the research to conclude that visible switching is important. Thinking about the way I taught in a large lecture situation, this would argue I did it wrong. I faced the students with large projected displays appearing behind me. I would see the content of the display on the computer screen in front of me, but students would not see me switch my gaze because I did not have to do this.
3. Generativity principle
This one does not surprise me. Video presentations should be accompanied by student actions – taking notes, writing summaries, attempts to duplicate an action that has been demonstrated.
4. Perspective principle
Imagine a cooking show or a demonstration of a similar type that might be generated by the instructor. Where is the best location for the camera – over the shoulder of the presenter (first person) or facing the instructor (third person). It appears that the over the shoulder shot is most effective.
I would describe Mayer’s approach as atheoretical. He starts with the examination of a logical and scientifically careful comparison of two alternatives. Determines if the alternatives produce reliable differences in learning. If so, he then tries to propose a theoretical model to explain the outcome. I tend to think in terms of cognitive explanations and motivational explanations. Mayer seems to identify what might be described as a social explanation for some of these principles which might have cognitive or motivational benefits.
A focus on data-based practice is widely proposed as the ideal way to select instructional strategies. Instructional tactics have been studied greater detail than most educators likely realize. The environment necessary to establish significant differences in impact must be controlled carefully to eliminate alternative suggestions in this research. The transition from such research to the messiness and variability of the classroom can be problematic. For example, whatever content is used as the focus on learning experiences and how understanding, retention, and application of this learning creates a complexity of application that is probably impossible to understand completely. Even if an advantage of method A over method B can be established, it is not clear if a continuous diet of method A would lose its advantage for what would commonly be described as boredom (a motivational construct). Still, it would seem valuable to identify specific practices that work in controlled settings and at least emphasize these tactics in practice.
Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 1-16.
