Universität zu Köln

Beautemps, Jacob ORCID: 0000-0002-7764-7844 (2024). How to Make Educational Videos More Effective: A Comprehensive Analysis of Current Practices and Possible Implications for AI-Driven Educational Videos. PhD thesis, Universität zu Köln.

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Abstract

This doctoral thesis examines the creation of educational videos with the objective of enhancing learning outcomes and motivation. To gain a deeper understanding of these dynamics, three studies were conducted. The initial study surveyed over 5,000 users with the objective of identifying the key elements contributing to the success of educational YouTube videos. The focus was on viewer preferences and the perceived importance of video structure and presenter attributes. The study identifies six key elements that significantly influence viewers' perceptions of educational videos: structure, reliability, quality, community integration, presenter, and topic. Based on these key elements, a comprehensive guide to the production of educational videos was formulated, comprising 17 rules. The second study examined the impact of parasocial relationships established by presenters on learners' motivation to learn and educational outcomes. This was accomplished by employing pre- and post-tests to evaluate the extent of learning gains and motivation. A total of 2,500 participants were tested, and it was observed that there was a positive correlation between parasocial relationships and motivation to learn. Nevertheless, no correlation was identified between parasocial relationships and learning gains. The third study employed eye-tracking technology to evaluate the efficacy of animations within videos in a laboratory setting and with a smaller sample size of 32 participants. The objective of the experiment was to ascertain the impact of integrating a presenter into an animation on viewers' attention and learning outcomes. Two videos were created, one with and one without a presenter, and their effects on viewers were compared. It was determined that the learning outcomes and visual attention on the areas of interest were higher for the animation without a presenter. However, if only the parts including hand gestures were observed, the results were reversed, and the visual attention on the areas of interest was higher in the animation with a presenter. The findings of this doctoral thesis indicate that the effectiveness of educational videos is contingent upon the informational content and the manner in which the presenters engage with their audience, as well as their ability to integrate animations in a manner that effectively manages cognitive load. Furthermore, parasocial interactions were identified as a crucial factor in fostering viewer engagement and motivation, thereby facilitating deeper learning. These insights demonstrate the potential of leveraging video as an educational tool by strategically utilising video design elements to improve the learning process. This research contributes to the field of educational technology by providing empirical evidence on optimising video elements that enhance learning through educational videos. The findings provide educators and content creators with guidelines for the design of educational media, and in the long term, they can inform the creation process of educational videos using generative AI.

Item Type:	Thesis (PhD thesis)
Translated title:	Title Language UNSPECIFIED German
Creators:	Creators Email ORCID ORCID Put Code Beautemps, Jacob jacob.beautemps@uni-koeln.de orcid.org/0000-0002-7764-7844 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-745851
Date:	2024
Language:	English
Faculty:	Faculty of Mathematics and Natural Sciences
Divisions:	Faculty of Mathematics and Natural Sciences > Department of Mathematics and Science Education > Institute of Physics Education
Subjects:	Psychology Education Natural sciences and mathematics Physics Public performances
Uncontrolled Keywords:	Keywords Language Medien; Didaktik; edukative Videos; Lernvideos; Wissensvideos; Lernen mit Videos; Eye Tracking; Parasoziale Beziehungen; Animation; generative KI; Künstliche Intelligenz German media; educational videos; learning with videos; parasocial interactions; parasocial relationship; STEM; Physics; Physic Didactics; Eye Tracking; Generative AI; Artificial Intelligence for Learning; Animation English
Date of oral exam:	22 November 2024
Referee:	Name Academic Title Bresges, André Prof. Dr. Schadschneider, Andreas Prof. Dr.
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/74585