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BACKGROUND: The effectiveness of instructional videos as a stand-alone tool for the acquisition of practical skills is yet unknown because instructional videos are usually didactically embedded. Therefore, we evaluated the acquisition of the skill of a humeral intraosseous access via video in comparison to that of a self-study with an additional retention test. METHODS: After ethical approval, we conducted two consecutive studies. Both were designed as randomised controlled two-armed trials with last-year medical students as independent samples at our institutional simulation centre of a tertiary university hospital centre. In Study 1, we randomly assigned 78 participants to two groups: Vid-Self participants watched an instructional video as an intervention, followed by a test, and after seven days did a self-study as a control, followed by a test. Self-Vid ran through the trial in reverse order. In Study 2, we investigated the influence of the sequence of the two teaching methods on learning success in a new sample of 60 participants: Vid-Self watched an instructional video and directly afterward did the self-study followed by a test, whereas Self-Vid ran through that trial in reverse order. In Studies 1 and 2, the primary outcome was the score (worst score = 0, best score = 20) of the test after intervention and control. The secondary outcome in Study 1 was the change in score after seven days. RESULTS: Study 1: The Vid-Self (Participants n = 42) was superior to the Self-Vid (n = 36) (mean score 14.8 vs. 7.7, p < 0.001). After seven days, Self-vid outperformed Vid-Self (mean score 15.9 vs. 12.5, p < 0.001). Study 2: The Vid-Self (n = 30) and Self-Vid (n = 30) scores did not significantly differ (mean 16.5 vs. mean 16.5, p = 0.97). CONCLUSION: An instructional video as a stand-alone tool effectively promotes the acquisition of practical skills. The best results are yielded by a combination of an instructional video and self-study right after each other, irrespective of sequence. TRIAL REGISTRATIONS: ClinicalTrials.gov: NCT05066204 (13/04/2021) (Study 1) and NCT04842357 (04/10/2021) (Study 2).

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BACKGROUND: Implantable cardioverter defibrillators (ICDs) decrease mortality in high-risk patients but can also cause distressing shocks near death. Patients who lack knowledge about their ICDs are more likely to have an active device at the end of life. Many hospice workers lack sufficient knowledge to educate patients about ICDs. MEASURES: An ICD educational video created for use in a diverse, underserved patient population was shown to hospice workers from two large community hospices and attendees of a regional conference. A validated 10 question survey was given to participants before and after the video. OUTCOMES: Significant improvement in ICD knowledge scores was seen in all participants (W = 3119.5, P < 0.0001). While doctors and nurses showed higher pretest knowledge, post-test knowledge scores equalized across all participants. CONCLUSIONS/LESSONS LEARNED: An ICD patient educational video designed for a diverse, underserved patient population effectively improved ICD knowledge to a uniform excellent level for a broad range of hospice workers.

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To facilitate the integration of people with autism into the food industry labour market, this cross sectoral project aimed to design, validate and test instructional videos to concretely demonstrate various tasks in the grocery store, and to probe interest and assess knowledge about these tasks. Results are the delivery of 21 instructional videos validated for individuals with autism and 21 for mentors in grocery.

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PURPOSE: This study aimed to analyze the impact of live video instruction using digital evaluation of residents' performance in full ceramic crown preparation. METHODS: Digital evaluation using CEREC computer-aided design/computer-assisted manufacturing (CAD/CAM) 5.1.3 software was conducted of preparation on a typodont for all-ceramic crowns of mandibular first molars (MFMs) with a radial shoulder finish line, carried out by 30 residents. Each participant prepared two MFMs: group A prepared the right side without live video instruction, and group B prepared the left side after instruction. All prepared teeth were scanned by Dentsply Sirona chairside CAD/CAM system with Omnicom to assess the inter-occlusal space, undercut, the finish line of the preparation, and surface texture. The data were analyzed using Pearson Chi-square, Wilcoxon signed-rank test, and paired t-test. P-values less than 0.05 were considered to be statistically significant in all tests. RESULTS: Based on the Pearson Chi-square test, there were significant differences between the two groups in terms of inter-occlusal space on the buccal and lingual surface of the prepared tooth, in the presence of rough surfaces before and after the preparation, and difference in the type of finish line. The Wilcoxon signed-rank test revealed a significant difference in convergence angle buccolingually and the remaining height of the prepared teeth before and after the video instruction. CONCLUSIONS: The use of educational live video instruction can be helpful to residents in learning the principles of tooth preparation.

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Video lectures are becoming an important and accessible way for adults to learn a new second language (L2). Unlike face-to-face classroom teaching, teachers are more challenged by the asynchronous mode of video teaching. Finding more effective teaching methods is a great concern for teachers. The present study examined adults' second language (L2) vocabulary learning in a video-based social learning environment. Participants included 116 Chinese undergraduates. They learned German words through one of three pedagogical video lecture conditions: social-context (SC) condition, picture-phonics (PP) condition, and non-picture phonics (NPP) condition. We measured learners' learning performance, cognitive load, intrinsic motivation, and learning satisfaction. The results indicated that adult learners in the SC condition performed significantly better in word meaning retention, had significantly higher intrinsic motivation, and perceived significantly lower cognitive load as compared to the PP and NPP conditions. The implications are that teachers could use social learning pedagogy to create a better video-based learning environment for L2 adult learners for better learning performance.

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Eye tracking technology is increasingly used to understand individuals' non-conscious, moment-to-moment processes during video-based learning. This review evaluated 44 eye tracking studies on video-based learning conducted between 2010 and 2021. Specifically, the review sought to uncover how the utilisation of eye tracking technology has advanced understandings of the mechanisms underlying effective video-based learning and what type of caution should be exercised when interpreting the findings of these studies. Four important findings emerged from the analysis: (1) not all the studies explained the mechanisms underlying effective video-based learning through employing eye tracking technology, and few studies disentangled the complex relationship between eye tracking metrics and cognitive activities these metrics represent; (2) emotional factors potentially serve to explain the processes that facilitate video-based learning, but few studies captured learners' emotional processes or evaluated their affective gains; (3) ecological validity should be improved for eye tracking research on video-based learning through methods such as using eye tracking systems that have high tolerance for head movements, allowing learners to take control of the pacing of the video, and communicating the learning objectives of the video to participants; and (4) boundary conditions, including personal (e.g. age, prior knowledge) and environmental factors (e.g. the topic of videos, type of knowledge), must be considered when interpreting research findings. The findings of this review inspire a number of propositions for designing and interpreting eye tracking research on video-based learning.

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The increasing use of instructional videos in educational settings has emphasized the need for a deeper understanding of their design requirements. This study investigates the impact of virtual backgrounds in educational videos on students' visual information processing and learning outcomes. Participants aged 14-17 (N=47) were randomly assigned to one of three conditions: a video with a neutral, authentic, or off-topic background. Their prior knowledge and working memory capacity (WMC) were measured before watching the video, and eye tracking data was collected during the viewing. Learning outcomes and student experiences were assessed after viewing. The eye tracking data revealed that a neutral background was the least distracting, allowing students to pay better attention to relevant parts of the video. Students found the off-topic background most distracting, but the negative effect on learning outcomes was not statistically significant. In contrast to expectations, no positive effect was observed for the authentic background. Furthermore, WMC had a significant impact on visual information processing and learning outcomes. These findings suggest that educators should consider using neutral backgrounds in educational videos, particularly for learners with lower WMC. Consequently, this research underscores the significance of careful design considerations in the creation of instructional videos.

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Introduction: The instructional video is considered to be one of the most distinct and effective virtual learning tools. However, one of its biggest drawbacks is the lack of social interaction that occurs. This study tested the impact of participants sending zero danmaku (sending messages on the screen), three danmaku sending, and unlimited danmaku as an instructional video plays on learning performance. Methods: We assessed learners' retention and transfer scores, as well as self-report scores for cognitive load and parasocial interaction. This study sample comprised 104 participants who were randomly assigned to learn from one of three instructional videos on the topic of the heart. Results: The results showed that sending danmaku improved learners' parasocial interaction, while significantly increasing their cognitive load and also hindering learning performance. The observed increase in cognitive load reported by learners was also caused by increased levels of parasocial interaction. Discussion: Our findings suggest that by sending danmaku, learners can promote interactive learning, but that this has a negative impact on learning performance and the process of video learning.

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Learner control of video presentations by using pause buttons or timeline scrollbars was suggested as helpful for learning from sources of transient information such as dynamic visualizations and spoken words. However, effective learner control could be difficult to attain without sufficient instructional support. This study developed strategies for facilitating processing and integration of transient information based on cognitive load theory by providing learners with explicit guidance in when and how to use pausing and timeline scrollbars while watching instructional videos. A single-factor between-subjects experiment was conducted to examine the effects of the proposed strategies. Ninety undergraduates were randomly assigned to one of three groups - strategy guidance group (learners were provided with guidance in strategies), learner control group (learners were allowed to control the video but without any guidance in strategies), and continuous presentation group (without any learner control mechanism). The results revealed that compared to the learner control group, the strategy guidance group had a greater number of pauses and scrollbacks on the timeline, demonstrated significantly better performance in the immediate comprehension test and higher performance efficiency in the immediate recall and comprehension tests. Compared to the continuous presentation group, the strategy guidance group demonstrated significantly better performance in the immediate recall and comprehension tests and higher performance efficiency in both these tests, as well as better performance in the delayed recall test and higher performance efficiency in the delayed recall test.

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This study reports a field experiment investigating how instructional videos with and without background music contribute to the learning of examination techniques within a formal curriculum of medical teaching. Following a classroom teaching unit on the techniques for examining the knee and the shoulder joint, our participants (N = 175) rehearsed the studied techniques for either the knee or the shoulder joint with an instructional video with or without background music. As dependent measures, we collected a general questionnaire, a prediction of test performance, as well as performance on an exam-like knowledge test covering both joints. For both videos, the participants who had watched the particular video during rehearsal were more accurate in answering the corresponding questions than the participants who had seen the other video, signaling that instructional videos provide a useful tool for rehearsal (i.e., both groups reciprocally served as control groups). For the knee video (less difficult), we observed a detrimental effect of the background music, whereas we observed no such effect for the shoulder video (more difficult). Further explorations revealed that background music might be detrimental for learning, as it reduces the perceived demand characteristics. Because the impact of the demand characteristics might be more pronounced in less difficult instructional videos, we discuss video difficulty as a potential moderating factor. Overall, our study provides evidence that instructional videos could be usefully implemented in formal teaching curricula and that such instructional videos probably should be designed without background music.

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BACKGROUND: Inadequate adherence to hypertension (HT) clinical standards by healthcare providers is one of the major barriers for HT management. We examined the effectiveness of four short instructional training videos on HT management. METHODS: Eighteen primary health care facilities were randomly selected using systematic sampling from five districts in the Dar es Salaam region, Tanzania. Pre-post provider knowledge assessments were conducted six months after training and provider performance was measured using patient observations on 8-10 consecutive adult patients per facility. A Screening Quality Index (SQI), comprised of ten HT screening standards, was used to measure adherence. RESULTS: Pre-post knowledge scores improved significantly, for, time between blood pressure (BP) readings (28.1% to 72.7%, p=0.01), BP threshold for patients with complications (21.2% to 97.0%, p<0.001), and lifestyle/dietary counseling (from 36.4% to 97.0%, p<0.001). SQI was significantly higher following the training for all provider groups; Nurses (3.0±3.5 to 8.4±1.0, p<0.001), Assistant Medical Officers and Medical Officers (3.5±4.1 to 7.6±2.4, p<0.001), and Assistant Clinical Officers and Clinical Officers (5.4±3.8 to 8.4±2.0, p<0.001). After training, significantly higher adherence was evident for key aspects of managing patients with HT: e.g., counseling on medication (62.1% to 92.7%, p=0.002), side effects (41.4% to 56.1%, p=0.009), reducing caloric intake (69.0 % to 95.1%, p=0.003), reducing cooking salt (65.5% to 97.6%, p<0.01), increasing physical activity (55.2% to 92.7% p<0.001), stopping/reducing cigarette smoking (24.1% to 63.4%, p=0.001), and reducing alcohol consumption (24.1% to 68.3%, p<0.001). SQI was significantly associated with number of years of provider experience (more than 2 years), type of primary healthcare facility (public facility), and exposure to the training intervention. CONCLUSION: Training with short instructional videos can improve provider competency and clinical performance for HT management. The strategy has the potential to enhance effective implementation of HT control strategies in primary care clinics in Tanzania and elsewhere.

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Although multimodal input has the potential to lead to more sound learning outcomes, it carries the risk of causing cognitive overload, making it difficult to determine the exact effects of multimodal input on the second language (L2) phrase learning. This study tests the efficacy of multimodal input on L2 phrase learning. It adopts a mixed-method approach by utilizing both quantitative and qualitative data. The experimental design is a 2 × 3 mixed model, with a group [the experimental group (EG) and the control group (CG)] as the between-subject factor and time (pretest, midtest, and posttest) as the within-subject factor. A total of 66 participants were divided into two groups. All materials incorporated three aspects of phrase knowledge (form, meaning, and use), but the materials of the CG were unimodal in that they were offered only on paper, and of the EG were multimodal in that they included pictures, audio recordings, and video clips. After the treatment, a questionnaire and a semi-structured interview were given to the EG learners to explore their perceptions of using multimodal materials to learn L2 phrases. The results indicate that both groups had significant gains in learning phrases, but students with the multimodal input achieved significantly better results than those with the unimodal input. Moreover, the EG students had a generally positive attitude toward the use of multimodal resources. This study validates the efficacy of multimodal input on the acquisition of English phrases and shows that cognitive overload was avoided by sequencing the information.

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Virtual tutorials were introduced into the Year 3 medical undergraduate curriculum at Glasgow in 2020/21. This model of teaching proved highly successful from tutor and student perspective. A hybrid teaching model, comprising virtual tutorial teaching alongside placement time will be implemented this year. Virtual (videoed) GP patient cases are selected for tutorials each week, linked to other curriculum content in Year 3. Pedagogically, this aligns pathological and clinical learning for our students and enables some consistency of taught GP content. Concomitant clinical placement time complements this learning with actual patient cases. Communication and consultation techniques considered in the virtual tutorials with facilitated tutor discussion are practised on GP placement days, encapsulating the essence of experiential learning. Challenging or unusual patient cases can be selected for teaching from the virtual case repertoire. This provides uniform exposure to clinically important aspects of general practice, and simultaneously enables an increased diversity of patient cases for our students. Logistical advantages of virtual tutorial delivery include its appeal to a different demographic of GP tutor, enabling us to diversify and expand our teaching team. Remote tutorial delivery offers a futureproof adjunct to the traditional practice-based GP teaching models.

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This study investigates student and teacher use of online instructional YouTube chemistry videos in the context of the Covid-19 pandemic. Data were collected from a global sample of students (n = 1147) subscribed to the first author's popular chemistry education YouTube channel. Participants were in secondary school or college and reported having learned science in a variety of contexts including completely online, blended, or completely in-person. The data collection instrument, an online questionnaire, was designed to detect both quantitative and qualitative changes in the use of instructional video. In addition, statistics for the overall YouTube chemistry education channel for 2018 through 2021 were compiled to provide evidence of video viewing trends with a large sample (98.6 million video views) over a timeframe encompassing before and during the Covid-19 pandemic. Findings indicate that students' personal use of video for learning science increased substantially during the pandemic. However, for the majority of teachers, the use of video to support online learning during the pandemic either remained the same or declined. Post-pandemic, students plan to continue using science videos for learning and want teachers to do the same.

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The discussion about how to present instructors in instructional videos has become a hot topic in recent years. This systematic review explores how the instructors' presence affects affective, cognitive, and social aspects of learning in different conditions and with different video types. The review analyses 41 empirical studies indexed in Web of Science, ERIC, Scopus, and Education Source research databases from 2014 to 2022. The results indicated that (i) many instructor-present videos were in picture-in-picture format and included direct gaze as a social cue, (ii) learners had positive feelings for instructor-present videos, (iii) the on-screen instructor could not be beneficial for gathering positive learning outcomes, but social and attentional cues provided by the on-screen instructor could foster learning, and (iv) findings regarding the social aspect of learning were inconclusive. This study also emphasizes the need for further studies to clearly explore the role of the instructor in different learning conditions. Supplementary information: The online version contains supplementary material available at 10.1007/s10639-022-11532-4.

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PURPOSE: Medical education instructional videos are more popular and easier to create than ever before. Standard quality measures for this medium do not exist, leaving educators, learners, and content creators unable to assess these videos. MATERIALS AND METHODS: Drawing from the literature on video quality and popularity, reusable learning objects, and multimedia and curriculum development principles, we developed a 26-item instructional video quality checklist (IVQC), to capture aspects of educational design (six items), source reliability (four items), multimedia principle adherence (10 items), and accessibility (six items). Two raters applied IVQC to 206 videos from five producers across topics from two organ systems (cardiology and pulmonology) encompassing four disciplines (anatomy, physiology, pathology, and pharmacology). RESULTS: Inter-rater reliability was strong. According to two-rater means, eight multimedia items were present in over 80% of videos. A minority of videos included learning objectives (46%), alternative language translations (41%), when the video was updated (40%), analogies (37%), or references (9%). Producer ratings varied significantly (p < .001) across 17 of 26 items. There were no significant differences according to the video topic. CONCLUSIONS: IVQC detected differences in elements of instructional video quality. Future work can apply this instrument to a broader array of videos and in authentic educational settings.

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Due to the global COVID-19 pandemic, higher education and library instruction made the quick and necessary pivot to remote delivery. This report discusses one librarian's efforts to address student learning needs, negotiate disciplinary faculty needs, and provide just-in-time instruction for a Nursing department that lacked a full-time subject specialist librarian for several years. A multi-pronged approach was adopted to ensure students had access to course-specific instructional materials presented on a YouTube-inspired channel, research appointments, and the ability to contact the embedded subject librarian. Next steps, improvements, assessments, and future sustainability are considered.

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BACKGROUND: The sandwich principle is an educational concept that regularly alternates between collective and individual learning phases within one learning unit. Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students. METHODS: Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions. The unpaired t-test and ANOVA were used to compare the results. RESULTS: Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). For all test results, there was no significant difference between the groups (p > 0.05). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful. CONCLUSION: The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

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Purpose: Parental education regarding the importance of toothbrushing and how to brush children's teeth is a key factor influencing pediatric oral health and You Tube videos have become a popular source of health information. The purpose of this study was to examine the descriptive features of the 100 most frequently viewed English-language YouTube toothbrushing videos and evaluate their usefulness relative to professional guidelines.Methods: A structured YouTube web search identified the 100 most frequently viewed toothbrushing videos during a six-month period (10/1/17 - 4/30/18). Two independent evaluators assessed each video for consistency with professional recommendations using a priori criteria. Each video was also assessed for descriptive characteristics, user engagement, and content. Comparative analyses by video source (health care professionals, commercial, and independent media) were performed, and an exploratory regression model was used to test the relationship between video characteristics and usefulness for parent education.Results: The top 100 YouTube videos were most often posted by independent media outlets (78%), targeted toward children (70%), and less than 2 minutes long (56%). Few videos aligned with professional recommendations regarding toothbrushing frequency (38%), toothbrushing duration (24%), amount of toothpaste (21%), fluoride toothpaste use (19%), post-brushing behavior (10%), toothbrush selection (4%), and toothbrush replacement (3%). A stepwise bidirectional regression model found that videos posted by health care professionals were significantly more likely to contain recommendations consistent with professional recommendations compared with other upload sources.Conclusion: The most frequently viewed toothbrushing videos were not uploaded to the Internet by health care professionals. Videos uploaded by health care professionals contained significantly higher counts of professional recommendations however, they differed in audio and visual format and production style compared to those from commercial and independent media sources.

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Background: The aim of this study was to compare the effectiveness of self-instructional-video (SIV) and classroom training method (CTM) in learning Focus-Assessment with Sonography-in-Trauma (FAST) among house officers (HO). Method: A randomized controlled study involving house officers working in the university hospital in Malaysia was conducted where participants were randomized into SIV group (intervention) and CTM group (control). Each group had to undergo a 4 h hands-on training. The intervention group has undergone self-training using the video material without any facilitation while the control group received lecture and hands-on training with facilitators. Participants' performance was assessed using a validated Objective Structured Clinical Examination checklist for landmark identification and interpretation of images generated. Learning preference and confidence level were also assessed. Result: A total of 33 HO were enrolled in this study. Marks obtained in image acquisition by the intervention and control were 25.3 (SD = 5.3) and 25.6 (SD = 2.3) p > 0.05, respectively. While in image interpretation, the mean score for the intervention and control group was 10.3 (SD 1.7) and 9.8 (SD = 1.7) p > 0.05, respectively. Overall performance assessment, showed the intervention group obtained 35.6 (SD = 5.9) compared to control 35.3 (SD = 3.4), p > 0.05. Based on pre-specified determinant these scores difference falls within the 10% of non-inferiority margin. The absolute difference between both groups was 0.3 (CI = -3.75 to 3.21, p = 0.871), which proves non-inferiority but not superiority. In terms of learning preference and confidence to perform FAST, most of the participants preferred the control group approach. Conclusion: The SIV method is as effective as the CTM for learning FAST among the house officers and served as an alternative to classroom teaching. However, this technique needs improvement in promoting their confidence and preference. Perhaps incorporating a feedback session after going through the SIV would improve the confidence.