Tell me what you want, what you really, really want

Given the current popularity of educational videos, and given the time, effort and expense academics and institutions are investing to provide educational videos to students, it was thought worthwhile to evaluate whether students at the University of Northampton (UoN) actually want and use these re...

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Autores principales:	Paul Rice, Robert Farmer
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2016
Materias:	educational video multimedia principles student experience Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/45c417cff2dc4d7d845bfd49aebccf67
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spelling	oai:doaj.org-article:45c417cff2dc4d7d845bfd49aebccf672021-11-29T14:03:09ZTell me what you want, what you really, really want10.47408/jldhe.v0i10.2971759-667Xhttps://doaj.org/article/45c417cff2dc4d7d845bfd49aebccf672016-10-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/297https://doaj.org/toc/1759-667X Given the current popularity of educational videos, and given the time, effort and expense academics and institutions are investing to provide educational videos to students, it was thought worthwhile to evaluate whether students at the University of Northampton (UoN) actually want and use these resources. Moreover, if it was found they do use educational videos, investigation was required to determine if they are in a format that students want. The study was carried out in two distinct stages. The first stage was a questionnaire which was followed by a focus group. It was found that students at Northampton do overwhelmingly use educational videos. Furthermore, the research found that students prefer videos to any other resource and that videos can increase motivation. Additionally, high-risk production strategies, such as seeing the presenter on screen, and the use of animation, humour and quizzes were identified, and it was found that the use of music in an educational video was considered a negative component of a video. The optimum length of the video is less clear, however, it is recommended they are kept to less than 10 minutes (although this is dependent upon the level of study of the student). The key recommendation when producing videos is to ensure they have been designed taking cognitive research into account. The key strength of a well-designed educational video, it is concluded, is to give the students something additional they cannot find in another resource, in a way which encourages effective learning. Paul RiceRobert FarmerAssociation for Learning Development in Higher Education (ALDinHE)articleeducational videomultimedia principlesstudent experienceTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 10 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	educational video multimedia principles student experience Theory and practice of education LB5-3640
spellingShingle	educational video multimedia principles student experience Theory and practice of education LB5-3640 Paul Rice Robert Farmer Tell me what you want, what you really, really want
description	Given the current popularity of educational videos, and given the time, effort and expense academics and institutions are investing to provide educational videos to students, it was thought worthwhile to evaluate whether students at the University of Northampton (UoN) actually want and use these resources. Moreover, if it was found they do use educational videos, investigation was required to determine if they are in a format that students want. The study was carried out in two distinct stages. The first stage was a questionnaire which was followed by a focus group. It was found that students at Northampton do overwhelmingly use educational videos. Furthermore, the research found that students prefer videos to any other resource and that videos can increase motivation. Additionally, high-risk production strategies, such as seeing the presenter on screen, and the use of animation, humour and quizzes were identified, and it was found that the use of music in an educational video was considered a negative component of a video. The optimum length of the video is less clear, however, it is recommended they are kept to less than 10 minutes (although this is dependent upon the level of study of the student). The key recommendation when producing videos is to ensure they have been designed taking cognitive research into account. The key strength of a well-designed educational video, it is concluded, is to give the students something additional they cannot find in another resource, in a way which encourages effective learning.
format	article
author	Paul Rice Robert Farmer
author_facet	Paul Rice Robert Farmer
author_sort	Paul Rice
title	Tell me what you want, what you really, really want
title_short	Tell me what you want, what you really, really want
title_full	Tell me what you want, what you really, really want
title_fullStr	Tell me what you want, what you really, really want
title_full_unstemmed	Tell me what you want, what you really, really want
title_sort	tell me what you want, what you really, really want
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2016
url	https://doaj.org/article/45c417cff2dc4d7d845bfd49aebccf67
work_keys_str_mv	AT paulrice tellmewhatyouwantwhatyoureallyreallywant AT robertfarmer tellmewhatyouwantwhatyoureallyreallywant
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Tell me what you want, what you really, really want

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