SPECIAL FOCUS PAPER DEVELOPING A FRAMEWORK FOR CREATING EFFECTIVE INSTRUCTIONAL VIDEO PODCASTS Developing a Framework for Creating Effective Instructional Video Podcasts http://dx.doi.org/10.3991/ijet.v9i1.3335 R. H. Kay University of Ontario Institute of Technology, Oshawa, Ontario Abstract—The purpose of the following study was to develop a comprehensive, theory-based framework for creating in- structional video podcasts designed to present worked ex- amples. Sixteen design characteristics, organized according to four categories (establishing context, providing effective explanations, minimizing cognitive load, and engaging stu- dents), were used to develop 59 pre-calculus videos for 856 first-year university students. Overall, the vast majority of students noted that the video podcasts were useful and helped them understand mathematics better. With respect to establishing context, the evidence suggested that problem selection was appropriate and video podcasts were clear, straightforward, and detailed. Regarding the quality of ex- planations, a number of students commented on the effec- tiveness of the step-by-step presentation of solutions and the use of visuals to support learning. Students agreed that vid- eo podcasts were easy to read, but did not directly mention other issues involving cognitive load. Students also noted that video podcasts were engaging and better than using textbooks. They also enjoyed working on the interactive student-problems. Finally, significant gains were observed in all five pre-calculus knowledge categories evaluated. It is concluded that the framework proposed in this study is a reasonable starting point for creating effective worked- example video podcasts. Index Terms—instructional design, effectiveness, frame- work, video podcasts, worked examples. I. INTRODUCTION A. Overview Video podcasts are audiovisual files that are distributed in a digital format through the Internet to personal com- puters or mobile devices [1]. According to a recent review of the literature [2], at least four different kinds of instruc- tional video podcasts are used in higher education includ- ing lecture-based [3], enhanced [4], supplementary [1], and worked examples [5]. The current paper focuses on worked-example video podcasts which provide video ex- planations of procedural problems often associated with mathematics or science courses [6]. Video podcasts pro- vide a potentially effective teaching method for addressing gaps in student knowledge. Public acceptance of this form of teaching is reflected by recent grants of seven million dollars from the Gates and O'Sullivan foundations to the Khan Academy (http://www.khanacademy.org), one of the largest and best known, non-profit depositories of worked-example video podcasts [7]. Limited research has been conducted on identifying characteristics that maxim- ize effectiveness of these tools [5, 8]. The purpose of the following study was to develop and assess a comprehen- sive, theory-based framework for designing worked- example video podcasts. B. The Role of Video Podcasts in Education Since 2006, research on the use of video podcasts in higher education has grown markedly [3, 5]. Students have reported that this medium is motivating [9-10], use- ful, helpful, and effective with respect to improving learn- ing [4, 11-13]. Students especially like controlling when and where they learn [10, 14, 15], what they need to learn [3, 10], and the pace of learning [3, 16, 17]. In addition, researchers have observed that the use of video podcasts has resulted in significant increases in skills [9, 18], test scores [5, 19] and grades [20, 21]. While previous research suggests that video podcasts have had a positive impact on student attitudes and learn- ing performance, the format of presentation has been pre- dominantly passive (e.g. lectures, PowerPoint summaries, or supplementary materials). Very few studies have exam- ined video podcasts designed to present worked-examples [1-3]. C. Worked-Example Based Video Podcasts As stated earlier, worked-example video podcasts are relatively short (e.g., under 10 minutes) video explana- tions of how to complete procedural problems in subject areas such mathematics or science [6]. To date, only two peer-reviewed studies have been conducted on this type of podcast. Loomes et al. [8] discussed the potential benefits of worked-example video podcasts but did not formally study their impact on student attitudes or learning. Crip- pen & Earl [5] reported that students had positive attitudes toward the use of video podcasts in an undergraduate chemistry class and that there was a significant correlation between the use of problem-solving video podcasts and test scores. In spite of the limited research, the use of worked- example video podcasts has increased rapidly since 2005 and the launch of You Tube [22]. As of January 2012, YouTube was viewed over four billion times per day [23]. Often used for entertainment purposes, YouTube is also a free source of numerous worked-example video podcasts. In addition, new portals such as the Khan Academy, ex- clusively designed to distribute worked-example video podcasts, are used extensively (see http://www.khanacademy.org). However, limited attention has been directed toward improving the effectiveness of worked-example video podcasts. If students are going to use these tools, it is critical to identify characteristics that influence their quality and impact on learning. 22 http://www.i-jet.org