About face: Unpacking cognitive load in lecture videos

Streamed Session

Brief Abstract

In this session, we will share with you the findings from our recent literature review on lecture media. The results of this led to updated decision-making processes, design practices, and multimedia techniques. We also generated recommendations on when, why, and how to include an instructor’s visual presence in lecture videos.

Presenters

Lead Presenter: Dana Simionescu, Oregon State University

Dana is an Instructional Design Specialist at Oregon State University. As part of the Ecampus team, she works with faculty to help create high-quality online courses. Her background is in teaching and training in the fields of language learning and education, in various places and contexts. She has an PhD in Instructional Technology from Ohio University, where her research focused on multimedia and emotional design.

Co-presenter: Julie Jacobs, Oregon State University

Co-presenter: Jana King, Oregon State University

Co-presenter: Tianhong Shi, Oregon State University

I am an instructional designers at OSU Ecampus' Course Development and Training Unit. I have a MA in Instructional Technology from Utah State University. I have worked in the field of instructional design , faculty development, and course development since December 2006. I am passionate about pursuing excellence in teaching and learning.

Extended Abstract

A recent scenario with our course development team challenged our existing practices with lecture media. We encouraged faculty to create lecture videos that included only slides and audio narration.

We started thinking about this topic more deeply: Why were we discouraging faculty from including their faces in lecture video? While our practices were informed by research-based media theory, we were also aware that those theories might be outdated. Thus, the real question arose: Based on the latest research, does visual instructor presence increase extraneous cognitive load in learners?

In the two decades since Mayer’s first edition of Multimedia Learning, there has been a great deal of research pertaining to this subject. Mayer's third edition, released in 2020, included a more robust interdisciplinary lens and updated its principles based on recent research findings. Mayer states that “although the cognitive theory of multimedia learning began with a focus on cognitive processes in learning, it has been enriched by adding social processes…” (Mayer, 2020). Our literature review included a look at Mayer’s newest group of Multimedia Learning principles, which he categorizes under generative processing. We also reviewed recent articles focused on learner perception, motivation & engagement, and at least one that also focused on emotion.

We found that the issue is complex and there are many factors to consider when deciding if and when to include visual instructor presence in lecture videos. After our findings from the literature review, we have moved forward with new options for instructors in our lecture studios. We are excited to share our discoveries after questioning our traditional approach to lectures.

We plan to poll session participants about their current practices and invite them to join in the discussion, sharing their own experiences and ideas about visual instructor presence in lecture media.

References:

Mayer, R. (2020). Multimedia Learning (3rd ed.). Cambridge: Cambridge University Press. doi:10.1017/9781316941355