| dc.description.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. | |
