Research Article
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A conceptual framework for panning as a screen recording technique in software education: Implications for instructional design in educational videos

Year 2023, , 702 - 719, 30.09.2023
https://doi.org/10.31681/jetol.1299715

Abstract

Videos as instructional materials have become an important part of higher education. The ability of videos to be shared and used in social and educational settings demonstrates their increasingly significant contemporary impact. Identifying the video features that affect student engagement as a success indicator can therefore contribute to the effective use and design of educational videos. Panning is such a potential video recording and presentation feature/technique. The aim of this study is to reveal the ways panning is accomplished in videos and discuss implications for instructional design. Panning is to record a smaller section of a screen, relevant to the instructional activity, instead of recording the entire screen during video recording. It differs from regular video shots as it refers to the recording of the computer screen or any other display in that manner, whereas regular videos record everyday objects. It is a strategy used during the recording of educational videos developed for software education. It is a design consideration especially for creating educational materials to be displayed in mobile devices due to their small screens. To date, panning has not been comprehensively conceptualized as an educational technique for software education. In this study, the possible types of screen-recording in terms of panning are identified based on video review. Secondly, examples from one of the popular video-sharing sites — YouTube — are identified and presented using these panning types. Finally, a comparison is made between full-screen and panning videos. The implications of panning for instructional purposes are examined. A concise and useful guide is provided for instructional designers interested in creating more effective instructional videos.

Supporting Institution

Balikesir University

Project Number

2022/023

References

  • Alpizar, D., Adesope, O. O., & Wong, R. M. (2020). A meta-analysis of signaling principle in multimedia learning environments. Educational Technology Research and Development, 68(5), 2095–2119. doi: 10.1007/s11423-020-09748-7
  • Baddeley, A. D. (1997). Human Memory: Theory and Practice. Psychology Press.
  • Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education, 101, 150-167. doi: 10.1016/j.compedu.2016.06.005
  • Boyd, N. C., Mathis, P. B., & Swift, E. (2011). Our friend Martin: Using culturally relevant video to initiate critical conversations about race in an urban classroom. Curriculum and Teaching Dialogue, 13(1/2), 16-35A,36A,37A,38A,39A,40A,41A,42A,43A,44A,45A,46A,47A,129A,130A,131A. https://www.proquest.com/scholarly-journals/our-friend-martin-using-culturally-relevant-video/docview/1017893939/se-2?accountid=15410
  • Cavanagh, T. M., & Kiersch, C. (2023). Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning. Educational Technology Research and Development, 71(3), 1033–1053. doi: 10.1007/s11423-022-10181-1
  • Çaka, C., & Dursun, Ö. (2022). Evaluation of the effectiveness of different infographic designs. Journal of Educational Technology and Online Learning, 5(3), 519–534. doi: 10.31681/jetol.1075352
  • Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2012). Impact of Screencast Technology: Connecting the Perception of Usefulness and the Reality of Performance. Journal of Engineering Education, 101(4), 717-737. doi: 10.1002/j.2168-9830.2012.tb01126.x
  • Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738. doi: 10.1016/j.learninstruc.2007.09.013
  • Hsin, W.-J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253–259.
  • Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831. doi: 10.1016/j.chb.2012.01.011
  • Kinnari-Korpela, H. (2015). Using Short Video Lectures to Enhance Mathematics Learning – Experiences on Differential and Integral Calculus Course for Engineering Students. Informatics in Education, 2015, 67-81. doi: 10.15388/infedu.2015.05
  • Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge, Taylor & Francis Group.
  • Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39(1), 67–71. doi: 10.1177/0098628311430640
  • Mayer, R. E. (2008). Applying the science of learning: evidence-based principles for the design of multimedia instruction. Am Psychol, 63(8), 760-769. doi: 10.1037/0003-066x.63.8.760
  • Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
  • Mayer, R. E. (2014). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum. (pp. 59–70). Society for the Teaching of Psychology.
  • Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance. Computers & Education, 167, 104184. doi: 10.1016/j.compedu.2021.104184
  • Merkt, M., Hoppe, A., Bruns, G., Ewerth, R., & Huff, M. (2022). Pushing the button: Why do learners pause online videos? Computers & Education, 176, 104355. doi: 10.1016/j.compedu.2021.104355
  • Meyers Martin, C., & Lampert, L. D. (2013). Promoting faculty adoption of e-learning solutions and library services through streaming videos. In C. Harmon & M. Messina (Eds.), E-Learning in Libraries: Best Practices (pp. 91—104). The Scarecrow Press, Inc.
  • Moore, W. A., & Smith, A. R. (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behaviour of student physical therapists. Innovations in Education and Teaching International, 49(4), 401–414. doi: 10.1080/14703297.2012.728876
  • Müller Werder, C., Stahl, M., Alder, M., & Müller, M. (2018). Learning effectiveness and students’ perceptions in a flexible learning course. European Journal of Open, Distance and E-Learning, 21(2), 44-52. doi: 10.2478/eurodl-2018-0006
  • Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204-236.
  • Paivio, A. (1990). Mental Representations: A Dual Coding Approach. Oxford University Press.
  • Palaigeorgiou, G., & Papadopoulou, A. (2019). Promoting self-paced learning in the elementary classroom with interactive video, an online course platform and tablets. Education and Information Technologies, 24(1), 805-823. doi: 10.1007/s10639-018-9804-5
  • Rackaway, C. (2012). Video killed the textbook star?: Use of multimedia supplements to enhance student learning. Journal of Political Science Education, 8(2), 189–200. doi: 10.1080/15512169.2012.667684
  • Robinson, A. (2021). Teaching students how to learn from videos. Edutopia(Technology Integration). https://www.edutopia.org/article/teaching-students-how-learn-videos
  • Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271–291. doi: 10.1016/j.compedu.2013.11.002
  • Seo, K., Fels, S., Kang, M., Jung, C., & Ryu, H. (2021). Goldilocks conditions for workplace gamification: How narrative persuasion helps manufacturing workers create self-directed behaviors. Human–Computer Interaction, 36(5-6), 473–510. doi: 10.1080/07370024.2020.1744145
  • Soto, M., & Ambrose, R. (2016). Screencasts: Formative Assessment for Mathematical Thinking. Technology, Knowledge and Learning, 21(2), 277-283. doi: 10.1007/s10758-015-9272-6
  • Storyblocks. (2019, May 15, 2019). 7 basic camera movements (Video tutorials). Retrieved May 30 from https://blog.storyblocks.com/video-tutorials/7-basic-camera-movements/
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257–285. doi: 10.1016/0364-0213(88)90023-7
  • Trypke, M., Stebner, F., & Wirth, J. (2023). Two types of redundancy in multimedia learning: A literature review. Frontiers in Psychology, 14, 1148035. doi: 10.3389/fpsyg.2023.1148035
  • Tunku Ahmad, T., Doheny, F., Faherty, S., & Harding, N. (2013). How Instructor-Developed Screencasts Benefit College Students’ Learning of Maths: Insights from an Irish Case Study. The Malaysian Online Journal of Educational Technology, 1, 12.
  • van der Meij, H., & Dunkel, P. (2020). Effects of a review video and practice in video-based statistics training. Computers & Education, 143, 103665. doi: 10.1016/j.compedu.2019.103665
  • Vieira, I., Lopes, A. P., & Soares, F. (2014). The potential benefits of using videos in higher education. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), EDULEARN14 Proceedings, 6th International Conference on Education and New Learning Technologies (pp. 750–756). IATED Publications. doi: 10400.22/4853
  • Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and instructor perceptions of screencast assessment. Assessing Writing, 18(4), 257-277. doi: 10.1016/j.asw.2013.08.001
  • Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323.
  • Wittrock, M. C. (1989). Generative Processes of Comprehension. Educational Psychologist, 24(4), 345-376. doi: 10.1207/s15326985ep2404_2
  • Woollacott, B., Alcock, L., & Inglis, M. (2023). The spatial contiguity principle in mathematics textbooks. Research in Mathematics Education, 1–21. doi: 10.1080/14794802.2022.2158122
  • Yagmur, S., Mesman, J., Malda, M., Bakermans-Kranenburg, M. J., & Ekmekci, H. (2014). Video-feedback intervention increases sensitive parenting in ethnic minority mothers: a randomized control trial. Attachment & Human Development, 16(4), 371-386. doi: 10.1080/14616734.2014.912489
Year 2023, , 702 - 719, 30.09.2023
https://doi.org/10.31681/jetol.1299715

Abstract

Project Number

2022/023

References

  • Alpizar, D., Adesope, O. O., & Wong, R. M. (2020). A meta-analysis of signaling principle in multimedia learning environments. Educational Technology Research and Development, 68(5), 2095–2119. doi: 10.1007/s11423-020-09748-7
  • Baddeley, A. D. (1997). Human Memory: Theory and Practice. Psychology Press.
  • Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education, 101, 150-167. doi: 10.1016/j.compedu.2016.06.005
  • Boyd, N. C., Mathis, P. B., & Swift, E. (2011). Our friend Martin: Using culturally relevant video to initiate critical conversations about race in an urban classroom. Curriculum and Teaching Dialogue, 13(1/2), 16-35A,36A,37A,38A,39A,40A,41A,42A,43A,44A,45A,46A,47A,129A,130A,131A. https://www.proquest.com/scholarly-journals/our-friend-martin-using-culturally-relevant-video/docview/1017893939/se-2?accountid=15410
  • Cavanagh, T. M., & Kiersch, C. (2023). Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning. Educational Technology Research and Development, 71(3), 1033–1053. doi: 10.1007/s11423-022-10181-1
  • Çaka, C., & Dursun, Ö. (2022). Evaluation of the effectiveness of different infographic designs. Journal of Educational Technology and Online Learning, 5(3), 519–534. doi: 10.31681/jetol.1075352
  • Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2012). Impact of Screencast Technology: Connecting the Perception of Usefulness and the Reality of Performance. Journal of Engineering Education, 101(4), 717-737. doi: 10.1002/j.2168-9830.2012.tb01126.x
  • Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738. doi: 10.1016/j.learninstruc.2007.09.013
  • Hsin, W.-J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253–259.
  • Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831. doi: 10.1016/j.chb.2012.01.011
  • Kinnari-Korpela, H. (2015). Using Short Video Lectures to Enhance Mathematics Learning – Experiences on Differential and Integral Calculus Course for Engineering Students. Informatics in Education, 2015, 67-81. doi: 10.15388/infedu.2015.05
  • Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge, Taylor & Francis Group.
  • Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39(1), 67–71. doi: 10.1177/0098628311430640
  • Mayer, R. E. (2008). Applying the science of learning: evidence-based principles for the design of multimedia instruction. Am Psychol, 63(8), 760-769. doi: 10.1037/0003-066x.63.8.760
  • Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
  • Mayer, R. E. (2014). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum. (pp. 59–70). Society for the Teaching of Psychology.
  • Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance. Computers & Education, 167, 104184. doi: 10.1016/j.compedu.2021.104184
  • Merkt, M., Hoppe, A., Bruns, G., Ewerth, R., & Huff, M. (2022). Pushing the button: Why do learners pause online videos? Computers & Education, 176, 104355. doi: 10.1016/j.compedu.2021.104355
  • Meyers Martin, C., & Lampert, L. D. (2013). Promoting faculty adoption of e-learning solutions and library services through streaming videos. In C. Harmon & M. Messina (Eds.), E-Learning in Libraries: Best Practices (pp. 91—104). The Scarecrow Press, Inc.
  • Moore, W. A., & Smith, A. R. (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behaviour of student physical therapists. Innovations in Education and Teaching International, 49(4), 401–414. doi: 10.1080/14703297.2012.728876
  • Müller Werder, C., Stahl, M., Alder, M., & Müller, M. (2018). Learning effectiveness and students’ perceptions in a flexible learning course. European Journal of Open, Distance and E-Learning, 21(2), 44-52. doi: 10.2478/eurodl-2018-0006
  • Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204-236.
  • Paivio, A. (1990). Mental Representations: A Dual Coding Approach. Oxford University Press.
  • Palaigeorgiou, G., & Papadopoulou, A. (2019). Promoting self-paced learning in the elementary classroom with interactive video, an online course platform and tablets. Education and Information Technologies, 24(1), 805-823. doi: 10.1007/s10639-018-9804-5
  • Rackaway, C. (2012). Video killed the textbook star?: Use of multimedia supplements to enhance student learning. Journal of Political Science Education, 8(2), 189–200. doi: 10.1080/15512169.2012.667684
  • Robinson, A. (2021). Teaching students how to learn from videos. Edutopia(Technology Integration). https://www.edutopia.org/article/teaching-students-how-learn-videos
  • Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271–291. doi: 10.1016/j.compedu.2013.11.002
  • Seo, K., Fels, S., Kang, M., Jung, C., & Ryu, H. (2021). Goldilocks conditions for workplace gamification: How narrative persuasion helps manufacturing workers create self-directed behaviors. Human–Computer Interaction, 36(5-6), 473–510. doi: 10.1080/07370024.2020.1744145
  • Soto, M., & Ambrose, R. (2016). Screencasts: Formative Assessment for Mathematical Thinking. Technology, Knowledge and Learning, 21(2), 277-283. doi: 10.1007/s10758-015-9272-6
  • Storyblocks. (2019, May 15, 2019). 7 basic camera movements (Video tutorials). Retrieved May 30 from https://blog.storyblocks.com/video-tutorials/7-basic-camera-movements/
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257–285. doi: 10.1016/0364-0213(88)90023-7
  • Trypke, M., Stebner, F., & Wirth, J. (2023). Two types of redundancy in multimedia learning: A literature review. Frontiers in Psychology, 14, 1148035. doi: 10.3389/fpsyg.2023.1148035
  • Tunku Ahmad, T., Doheny, F., Faherty, S., & Harding, N. (2013). How Instructor-Developed Screencasts Benefit College Students’ Learning of Maths: Insights from an Irish Case Study. The Malaysian Online Journal of Educational Technology, 1, 12.
  • van der Meij, H., & Dunkel, P. (2020). Effects of a review video and practice in video-based statistics training. Computers & Education, 143, 103665. doi: 10.1016/j.compedu.2019.103665
  • Vieira, I., Lopes, A. P., & Soares, F. (2014). The potential benefits of using videos in higher education. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), EDULEARN14 Proceedings, 6th International Conference on Education and New Learning Technologies (pp. 750–756). IATED Publications. doi: 10400.22/4853
  • Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and instructor perceptions of screencast assessment. Assessing Writing, 18(4), 257-277. doi: 10.1016/j.asw.2013.08.001
  • Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323.
  • Wittrock, M. C. (1989). Generative Processes of Comprehension. Educational Psychologist, 24(4), 345-376. doi: 10.1207/s15326985ep2404_2
  • Woollacott, B., Alcock, L., & Inglis, M. (2023). The spatial contiguity principle in mathematics textbooks. Research in Mathematics Education, 1–21. doi: 10.1080/14794802.2022.2158122
  • Yagmur, S., Mesman, J., Malda, M., Bakermans-Kranenburg, M. J., & Ekmekci, H. (2014). Video-feedback intervention increases sensitive parenting in ethnic minority mothers: a randomized control trial. Attachment & Human Development, 16(4), 371-386. doi: 10.1080/14616734.2014.912489
There are 40 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Semiral Öncü 0000-0001-8549-094X

Project Number 2022/023
Publication Date September 30, 2023
Published in Issue Year 2023

Cite

APA Öncü, S. (2023). A conceptual framework for panning as a screen recording technique in software education: Implications for instructional design in educational videos. Journal of Educational Technology and Online Learning, 6(3), 702-719. https://doi.org/10.31681/jetol.1299715


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