Multi-level videos for formal STEM learning

Abstract

The integration of multimedia, particularly video, in STEM (Science, Technology, Engineering & Mathematics) education has grown significantly in recent years, supported by both educators, researchers and students seeking to enhance learning experiences. Current educational videos predominantly focus on either procedural or analytical knowledge, lacking a combined approach that could potentially benefit comprehensive learning. This study addresses this gap by developing and testing guidelines for creating "multi-level" educational videos that incorporate both types of knowledge. Inspired by Wired.com's 5-level video series, this research utilizes a taxonomy-based approach to structure videos into three levels: reproduction, connections, and analysis. Through design-based research, multiple iterations of educational videos were created and tested in Dutch secondary education settings. Each iteration involved classroom implementation, post-tests, and focus group interviews to refine the video guidelines. The study's findings indicate that multi-level videos can effectively support student learning across different taxonomical levels. The final guidelines emphasize clear and progressive complexity, explicit differentiation between levels, sequential content building, engaging elements, and promoting student autonomy. These guidelines provide a framework for educators to create videos that enhance understanding and retention in STEM subjects, with potential applications across various educational contexts. Future research should focus on validating these guidelines in different STEM disciplines and exploring the integration of interactive elements to further engage students.