The Communicative Effectiveness of Education Videos: Towards an Empirically-Motivated Multimodal Account

Abstract

Educational content of many kinds and from many disciplines are increasingly presented in the form of short videos made broadly accessible via platforms such as YouTube. We argue that understanding how such communicative forms function effectively (or not) demands a more thorough theoretical foundation in the principles of multimodal communication that is also capable of engaging with, and driving, empirical studies. We introduce the basic concepts adopted and discuss an empirical study showing how functional measures derived from the theory of multimodality we employ and results from a recipient-based study that we conducted align. We situate these results with respect to the state of the art in cognitive research in multimodal learning and argue that the more complex multimodal interactions and artifacts become, the more a fine-grained view of multimodal communication of the kind we propose will be essential for engaging with such media, both theoretically and empirically.

A Scoping Review on Digital English and Education 4.0 for Industry 4.0

“…As well as educational institutions individuals are considering adopting Education 4.0. In that way, there are many technology-supported teaching and learning tools available on the Internet, for instance, webinars are organized by various institutions; teaching and learning mobile apps such as Byju's-The Learning App, Toppr, Khan Academy: Free Learning App, and Math Tricks; Educational contents are increasingly presented in the YouTube Channels for better learning (Bateman and Schmidt-Borcherding 2018); online courses are conducted by Coursera, NPTEL, etc.…”

Explanatory videos in the context of learning processes: An interdisciplinary interpretative interaction analysis of production and reflection processes

“…For example, content-related errors, incorrect explanations, and a misleading use of language means -especially of epistemic language means (meaning language means that are necessary for understanding concepts and meanings, see Kuzu, 2023e) -could reinforce misconceptions (Korntreff & Prediger, 2022;Kulgemeyer, 2020aKulgemeyer, , 2020bKunsteller, 2022;Leiningen, 2020). Six central design principles, with no claim to be exhaustive, can be reconstructed from the relevant (specialist) literature with regard to the production of viable explanatory videos (Bateman et al, 2021;Bateman & Schmidt-Borcherding, 2018;Krauthausen, 2012;Knoblauch, 2022;Kulgemeyer, 2020aKulgemeyer, , 2020bKulgemeyer, & Peters, 2016;Kulgemeyer & Wittwer, 2022;Kunsteller, 2021;Kuzu, 2023cKuzu, , 2024Römer & Nührenbörger, 2018;Schacht et al, 2019;Wolf, 2015):…”

Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials

“…Over the past 20 years, video has become a primary means of delivering 'how-to' information, thus contributing to the emergence of hybrid forms of specialized genres. In education, the number of howto educational videos has progressed steadily (Bateman & Schmidt-Borcherding, 2018;Bateman et al 2021;de Koning et al, 2018). Industry and the professions are no exception to this trend.…”