How Do Consumers Evaluate Explainer Videos? An Empirical Study on the Effectiveness and Efficiency of Different Explainer Video Formats

Krämer, Andreas; Böhrs, Sandra

doi:10.5539/jel.v6n1p254

Cited by 69 publications

(24 citation statements)

References 10 publications

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“…The instructional videos used in the course were produced in cooperation with the Institute for Teaching Innovation at the author's university, following recommendations for the use of videos in teaching 7‐10 . In this way, instructional videos of approximately 5 minutes were produced, demonstrating the correct measurement and interpretation of the ankle‐brachial pressure index (ABI) and the application of a compression bandage.…”

Section: Methodsmentioning

confidence: 99%

Development and evaluation of a digital education tool for medical students in wound care

Schlupeck

Stubner

Erfurt‐Berge

2020

International Wound Journal

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The aim of this study was to develop and evaluate an interactive, video‐enhanced, and case‐based online course for medical students. We chose a case about wound care since this topic is still underrepresented in the medical curriculum. First, instructional videos were created to teach practical skills in wound care. These were implemented into a case‐based online course, using the online learning platform ILIAS. In a comparative initial and final survey, numbers of users were assessed, content and structure of the course, as well as the thematic interest of the students and self‐assessed gain of competence, were evaluated. Since the summer of 2019, 310 students have successfully completed the course. The survey data showed a high participation rate and a positive response regarding the content as well as the structural concept. Most of the students rated the content within the course as useful for their future medical work (86.1%) and the gain of knowledge superior to a traditional lecture (69.4%). Self‐assessments of video‐mediated skills showed a significant increase in subjectively perceived competence. The online course is an efficient way to reach many students by the small use of resources. It resembles an option to arouse growing interest in wound care in medical students.

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Section: Methodsmentioning

confidence: 99%

Development and evaluation of a digital education tool for medical students in wound care

Schlupeck

Stubner

Erfurt‐Berge

2020

International Wound Journal

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“…Explanation videos are short videos (usually between 5 and 10 minutes) aimed to explain a particular topic understandably (Findeisen, Horn, & Seifried, 2019;Kulgemeyer, 2019;Wolf & Kratzer, 2015). In recent research, they have alternatively been referred to as educational videos (Brame, 2016), instructional videos (Schroeder & Traxler, 2017), explainer videos (Krämer & Böhrs, 2017), or explanatory videos (Findeisen et al, 2019;Kulgemeyer & Peters, 2016). Pekdag and Le Marechal (2010) analyzed the research literature since 1957 to highlight that chemistry explainer videos can replace written explanations in textbooks (Pekdag & Le Marechal, 2010, 14).…”

Section: Explainer Videosmentioning

confidence: 99%

Misconceptions in Physics Explainer Videos and the Illusion of Understanding: An Experimental Study

Kulgemeyer¹,

J²

2021

Preprint

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Online explanation videos on platforms like YouTube are popular among students and serve as an important resource for both distance learning and regular science education. Despite their immense potential, some of the explainer videos for physics include problematic explanation approaches, possibly fostering misconceptions. However, some of them manage to achieve good ratings on YouTube. A possible reason could be that explainer videos with misconceptions foster an “illusion of understanding”—the mistaken belief that a topic has been understood. In particular, misconceptions close to everyday experiences might elicit greater interest and appear more convincing than scientifically correct explanations. This experimental study was conducted to research this effect. Physics learners (N = 149), with a low prior knowledge enrolled in introductory university courses on primary education, were randomly assigned to experimental and control groups. While the experimental group watched a video introducing the concept of force relying on misconceptions, the control group watched the scientifically correct video. Both videos were comparable in terms of comprehensibility and duration. In the posttest, the experimental group believed that the video was scientifically correct, well-explained, and that they do not require further instruction to understand the concept—indicators of an illusion of understanding. The video including misconceptions was perceived as better understandable than the scientifically correct video (d = 0.62*). The experimental group was significantly more convinced by the misconception after watching the video than the control group (d = 1.86**). They learnt more erroneous knowledge about the misconception than the control group about the scientifically correct concept (Cohen’s q = 0.37*). We argue that this might become problematic (a) in physics instruction because students who have watched a misleading video might regard further teaching in school as irrelevant, and (b) learners might tend to rate videos including misconceptions better on an online platform like YouTube.

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“…Bezüglich der ausgelösten Emotionen lassen sich hingegen keine bedeutsamen Unterschiede zwischen den verschiedenen Videotypen feststellen. Auch in der Studie von Krämer und Böhrs (2017) ergeben sich für verschiedene Erklärvideos zum selben Thema Unterschiede in der Lernleistung der Teilnehmenden.…”

Section: Bedeutung Sonstiger Designelementeunclassified

Lernen durch Videos – Empirische Befunde zur Gestaltung von Erklärvideos

2019

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Sowohl im privaten Umfeld als auch im schulischen Bereich gewinnen Erklärvideos zunehmend an Bedeutung. Empirische Befunde belegen positive Effekte von Erklärvideos für kognitive (Wissenszuwachs) sowie für nicht-kognitive Faktoren (z.B. Motivation, Aufmerksamkeit). Dies gilt sowohl für die Rezeption als auch die Produktion von Videoerklärungen. Darüber hinaus befassen sich empirische Studien zunehmend mit der Analyse der Wirkung verschiedener Gestaltungselemente von Erklärvideos (z.B. Interaktivität, Eigenschaften der erklärenden Person). Der Beitrag verfolgt das Ziel, vorliegende empirische Befunde zu verschiedenen Gestaltungselementen zu systematisieren. Zu diesem Zweck wurden 24 Studien gesichtet, die sich mit der Wirkung einzelner Gestaltungselemente befassen. Auf Basis der Befunde werden Gestaltungsempfehlungen für Erklärvideos ausgesprochen. Es zeigt sich, dass insbesondere der Einsatz interaktiver Elemente bedeutsam für den Lernerfolg ist. Zudem wirken sich die gewählte Perspektive (d.h. die Entscheidung, ob das Video aus der Sicht des Erklärenden oder der Person, die das Modell beobachtet, gezeigt wird) sowie das Design (z.B. Ästhetik) signifikant auf den Lernerfolg aus. Mit Blick auf die erklärende Person scheint lediglich das Alter bedeutsam zu sein – nicht jedoch das Geschlecht oder deren Sichtbarkeit im Erklärvideo.

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How Do Consumers Evaluate Explainer Videos? An Empirical Study on the Effectiveness and Efficiency of Different Explainer Video Formats

Cited by 69 publications

References 10 publications

Development and evaluation of a digital education tool for medical students in wound care

Development and evaluation of a digital education tool for medical students in wound care

Misconceptions in Physics Explainer Videos and the Illusion of Understanding: An Experimental Study

Lernen durch Videos – Empirische Befunde zur Gestaltung von Erklärvideos

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