Whether for entertainment or information, millions of video sequences are viewed every day, via social networks. A phenomenon that spread quite quickly after the creation of YouTube in 2005. Indeed, according to recent statistics, it would be 400 hours uploaded every minute and a billion hours of video watched every day. . A disconcerting figure.
By Zohra Abbadi
Master 2 student Training engineering, educational technologies and communication, Mohammed Premier University Oujda-Maroc
Education is also no exception to this phenomenon. Indeed, video has become one of the main methods of transmitting learning objects to pupils and students of all ages. Thus, for the video to be able to be effectively put at the service of a pedagogical intention, a reflection on their development is necessary.
First, studies have shown that the maximum time to maintain learner attention is six minutes. It is therefore essential to produce videos of a shorter duration or to opt for interactive videos that capture the learner's attention beyond the six minutes of discovery, thus creating educational videos of a maximum duration of 15 minutes. In the event of courses requiring more time, the use of professionals is recommended to cut the video content.
Second, and based on the observation that videos for educational purposes allow better retention of information, we must think about maximizing the working memory of the learner, by calling on the two channels responsible for the acquisition and information processing: the visual canal and the auditory canal.
It has been proven, indeed, that using pictures accompanied by suitable sound promotes understanding and commitment to the lesson. A living sound, creating a kind of virtual conversation between teacher and learner.
Finally, in a study entitled "How video production affects student engagement" performed on 862 EdX course videos, Juho Kim emphasizes, among other things, that to design an effective educational video it is necessary that:
- Videos incorporate the silhouette of the teacher when it comes to PowerPoint slideshows;
- Videos are produced with a more personal touch;
- The instructors speak fairly quickly and with great enthusiasm.
Your videos simply need life. Give it to them!
- Awad, E., Brouillette, Y., Cormier, C., Turcotte, V. (2017). Planning, Producing and Distributing Educational Videos: Guidelines and Tips for Teachers. Spotted at http://www.profweb.ca/publications/dossiers/planifier-realiser-et-diffuser-des-videos-educatives-lignes-directrices-et-astuces-pour-les-enseignants
- Guo, PJ., Kim, J., Robin, R. (2014). How video production affects student engagement: an empirical study of MOOC videos. ACM Conference on Learning at Scale. Spotted at http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf
- Mayer, RE, & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist. Spotted at http://faculty.washington.edu/farkas/WDFR/MayerMoreno9WaysToReduceCognitiveLoad.pdf
- Mayer, RE (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63 (8), 760-769.
- https://www.numerama.com/tech/236634-youtube-a-franchi-la-barre-du-milliard-dheures-de-videos-vues-au-quotidien.html consulted on May 20, 2019
- https://www.youtube.com/intl/fr/yt/about/press/ consulted on May 24, 2019