About face: Unpacking cognitive load in lecture videos
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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
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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 While our practices were informed by research-based media theory, we were also aware that those theories might be outdated.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