The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
Open accessAbstract
Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.
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Citations
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048 · cited 1×
“Cognitive load theory, initially articulated by Sweller (1988, 1989, 1994), suggests that memory has several components.”
BackgroundActive learning increases student performance in science, engineering, and mathematics
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1319030111 · Cited by 9,787
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Mayer, R. E., & Moreno, R. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_6 · Cited by 4,207
Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801 · cited 1×
“Cognitive load theory, initially articulated by Sweller (1988, 1989, 1994), suggests that memory has several components.”
BackgroundMayer, R. E. (2001) · doi:10.1017/cbo9781139164603 · Cited by 2,304
The power of testing memory: Basic research and implications for educational practice
Roediger, H. L., & Karpicke, J. D. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00012.x · Cited by 2,037
How video production affects student engagement: an empirical study of MOOC videos
Guo, P. J., Kim, J., & Rubin, R. (2014) · Proceedings of the first ACM conference on Learning @ scale conference · doi:10.1145/2556325.2566239 · Cited by 1,850 · cited 8×
“Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video-watching sessions (Guo et al., 2014).”
BackgroundInfluentialSelf-Regulated Learning: Beliefs, Techniques, and Illusions
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143823 · Cited by 1,468
Cognitive load theory, educational research, and instructional design: some food for thought
de Jong, T. (2010) · Instructional Science · doi:10.1007/s11251-009-9110-0 · Cited by 1,180
Everyday Attention: Variation in Mind Wandering and Memory in a Lecture
Risko, E. F., Anderson, N., Sarwal, A., Engelhardt, M., & Kingstone, A. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.1814 · Cited by 445
Cited by
Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic
Almusharraf, N., & Khahro, S. (2020) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v15i21.15647 · Cited by 322
A systematic review of systematic reviews on blended learning: trends, gaps and future directions
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021) · Psychology Research and Behavior Management · doi:10.2147/prbm.s331741 · Cited by 187
The impact of short videos on student performance in an online-flipped college engineering course
Zhu, J., Yuan, H., Zhang, Q., Huang, P.-H., Wang, Y., Duan, S., Lei, M., Lim, E. G., & Song, P. (2022) · Humanities and Social Sciences Communications · doi:10.1057/s41599-022-01355-6 · Cited by 72
Pellas, N. (2025) · Education Sciences · doi:10.3390/educsci15010102 · Cited by 56
Metadata
- Authors
- Brame, C. J.
- Venue
- CBE—Life Sciences Education
- Published
- 2016-12
- Volume
- 15
- Issue
- 4
- Pages
- es6
- ISSN
- 1931-7913 (ISSN-L)
- OpenAlex
- W2545284422
- Cited by
- 1,124
- References
- 12
- FWCI
- 22.39
- Type
- journal article
- Language
- en
- Open access
- hybrid
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- Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.16-03-0125
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
