Cognitively Loaded: An Investigation of Educational Chemistry YouTube Videos’ Adherence to Mayer’s Multimedia Principles

Abstract

In an increasingly online world, multimedia content for instructional use in chemistry is abundant. It can be difficult to discern a good resource from a poor one, even if the chemistry content in the video is accurate (which it may not be). Sound chemistry content alone does not guarantee that the videos were made with best principles in mind according to evidence-based research. Multiple authors have proposed guidelines for multimedia use and learning which are supported by research in cognitive and educational psychology. Herein we used Mayer’s Multimedia Principles (MMP) to evaluate instructional chemistry videos across three topics (Chemical Bonding, Acids and Bases, and Intermolecular Forces) from multiple YouTube content creators (51 in total). We found that most videos included extraneous images and sounds which may be distracting to the viewer, in direct violation of Mayer’s Coherence principle. For the three chemistry topics under study, no statistical differences were found in their adherence to MMP. However, there were significant differences regarding the use of extraneous images and sounds when disaggregated by content creator. This work has implications for both teachers and learners of chemistry in selecting multimedia that is cognitively supportive to learning.

Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

“…In addition, this is also part of an ongoing effort to create showcases that illustrate what goes on inside and outside of the lab in the course of an analysis and keep the course up to date in terms of not only the content but also the media used and made available to students. Moreover, some stylistic choices in the video might be seen as artistically valuable only. ,, Unfortunately, to the best of our knowledge, there are no empirical studies investigating the effect of such measures on student learning. However, if the goal is to engage students and thus revise the case, then the video should be perceived as timely, high-quality material.…”

“…Moreover, some stylistic choices in the video might be seen as artistically valuable only. 10,65,66 Unfortunately, to the best of our knowledge, there are no empirical studies investigating the effect of such measures on student learning. However, if the goal is to engage students and thus revise the case, then the video should be perceived as timely, high-quality material.…”

“…Moreover, during the COVID-19 pandemic, much education was carried out via videoconferences or recorded lessons and experiments. This, in turn, gave more attention to videos in education. − Videos have now become so widespread that they will likely be considered and used more continuously during planning and in support for courses. Even if videos do not provide and should not replace hands-on experience, they can simulate imagination and processes more tangibly than those in a lecture hall or classroom.…”

An Office-Space Lightboard Studio for Creating Professional Pre-Lecture Videos with Increased Student Engagement

“…Most computer or tablet setups have software or a “screen-record” option in which the instructor can record their voice-over while graphics/text (including closed-captions) are presented on the screen. In a variation of these videos where the presenter is recorded via a camera, there are reports that the ability to see the presenter (particularly the student’s specific instructor) increases student engagement , (though there is recent evidence that contradicts this observation) . Finally, videos where the speaker is front and center, rather than just a picture-in-picture in the corner of the screen, may be beneficial in more closely mimicking one-on-one instruction.…”

“…In a variation of these videos where the presenter is recorded via a camera, there are reports that the ability to see the presenter (particularly the student's specific instructor) increases student engagement 17,26 (though there is recent evidence that contradicts this observation). 27 where the speaker is front and center, rather than just a picture-in-picture in the corner of the screen, may be beneficial in more closely mimicking one-on-one instruction. Lightboard videos fall into this last category.…”