Publication:
Multimedia Principles Rubric: A New Instrument to Filter Instructional Science Videos Based on the Cognitive Theory of Multimedia Learning

Simple item page
dc.contributor.authorYavuz Samur
dc.contributor.authorFATMA MOHAMED TAHER
dc.contributor.authorSemiral Öncü
dc.contributor.institutionBAHÇEŞEHİR ÜNİVERSİTESİ
dc.contributor.institutionTanımlanmamış Kurum
dc.contributor.institutionBALIKESİR ÜNİVERSİTESİ
dc.date.accessioned2025-09-20T19:54:04Z
dc.date.issued2025
dc.date.submitted29.08.2025
dc.description.abstractToday’s learners simply resort to the Internet to research and meet their learning needs, especially videos. Most such resources are unsupervised and of poor quality. However, there is a lack of instruments in the literature to measure the instructional quality of such widely available videos. Moreover, cognitive aspects are frequently overlooked when judging such content. In this study, an instrument called multimedia principles rubric (MPR) was developed after consultation with experts and evaluated to fill this gap. MPR consists of 16 principles based on Mayer’s cognitive theory of multimedia learning (CTML) and has been fine-tuned through a literature review. Descriptive items of MPR are organized according to a 5-point Likert scale and produce an overall mean cognitive value score. MPR was tested by multiple raters on 90 sample physics videos that were selected through cluster sampling and found to have good interrater reliability. MPR can assist its users, especially teachers, in filtering videos in light of CTML rather than relying solely on statistical indicators such as video ratings or number of views. MPR is also beneficial for identifying gaps in educational content and recommending solutions for content producers to implement.
dc.identifier.doi10.17522/balikesirnef.1566204
dc.identifier.endpage29
dc.identifier.issn1307-6086
dc.identifier.issue1
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/20.500.14719/4298
dc.identifier.volume19
dc.language.isoen
dc.relation.journalNecatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
dc.titleMultimedia Principles Rubric: A New Instrument to Filter Instructional Science Videos Based on the Cognitive Theory of Multimedia Learning
dc.typeResearch Article
dcterms.referencesAlkharusi, H. (2022). A descriptive analysis and interpretation of data from likert scales in educational and psychological research. Indian Journal of Psychology and Education, 12(2), 13-16. http://www.ijpe.co.in/Articles.aspx,AlShaikh, R., Al-Malki, N. & Almasre, M. (2024). The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models. Heliyon, 10(3) Article e25361. https://doi.org/10.1016/j.heliyon.2024.e25361,Bengfort, J. (2019, April 8). How K–12 schools can use next-generation content filtering to keep students safe. EdTech Focus on K-12. https://edtechmagazine.com/k12/article/2019/04/how-k-12-schools-can-use-next-generation-content-filtering-keep-students-safe-perfcon,Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1–21. http://sicet.org/main/wp-content/uploads/2016/11/ijttl-09-01-1_Berk.pdf,Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sciences Education, 15(4), es6.1–es6.6. https://doi.org/10.1187/cbe.16-03-0125,Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.,Fiorella, L., & Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465–470. https://doi.org/10.1016/j.chb.2018.07.015,Fiorella, L. (2021). The embodiment principle in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (pp. 286–295). Cambridge University.,Fraenkel J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). McGraw Hill Companies.,Frick, T. W. (2020). Education systems and technology in 1990, 2020, and beyond. TechTrends, 64, 693–703. https://doi.org/10.1007/s11528-020-00527-y,Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale, 41–50. https://doi.org/10.1145/2556325.2566239,Kay, R. H. (2014). Developing a framework for creating effective instructional video podcasts. International Journal of Emerging Technologies in Learning, 9(1), 22–30. https://doi.org/10.3991/ijet.v9i1.3335,Kay, R., & Ruttenberg-Rozen, R. (2020). Exploring the creation of instructional videos to improve the quality of mathematical explanations for pre-service teachers. International Journal of E-Learning and Distance Education, 35(1), 1–21. https://www.ijede.ca/index.php/jde/article/view/1161/1805,Khan, M. L. (2017). Social media engagement: What motivates user participation and consumption on YouTube? Computers in Human Behavior, 66, 236–247. https://doi.org/10.1016/j.chb.2016.09.024,Knott, R. (2020, March 10). Video length: How long should instructional videos be? (New Data). TechSmith. https://www.techsmith.com/blog/video-length/,Koo, T. K., & Li, M. Y. (2016). A Guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012,Kuzu, A., Akbulut, Y., & Şahin, M. C. (2007). Application of multimedia design principles to visuals used in course-books: An evaluation tool. Turkish Online Journal of Educational Technology, 6(2), Article 1. https://tojet.net/articles/v6i2/621.pdf,Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329–394. https://doi.org/10.3102/0091732X09358129,Mayer, R. E. (2010). Applying the science of learning to medical education. Medical Education, 44, 543–549. https://doi.org/10.1111/j.1365-2923.2010.03624.x,Mayer, R. E. (2014a). Introduction to multimedia learning. In R. E. Mayer (Ed), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 1–24). Cambridge University. https://doi.org/10.1017/CBO9781139547369.002,Mayer, R. E. (2014b). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University. https://doi.org/10.1017/CBO9781139547369,Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 68, 837–852. https://doi.org/10.1007/s11423-020-09749-6,Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312–320. https://psycnet.apa.org/doi/10.1037/0022-0663.90.2.312,Pagano, R. R. (2013). Understanding statistics in the behavioral sciences (10th ed.). Cengage Learning.,Paivio, A. (1978). A dual coding approach to perception and cognition. In H. L. Pick, Jr., & E. Saltzman (Eds), Modes of perceiving and processing information (pp. 39–51). Psychology.,Shoufan, A. (2019). Estimating the cognitive value of YouTube’s educational videos: A learning analytics approach. Computers in Human Behavior, 92, 450–458. https://doi.org/10.1016/j.chb.2018.03.036,Sorden, S. D. (2013). The cognitive theory of multimedia learning. In B. Irby, G. H. Brown, R. Lara-Aiecio, & S. A. Jackson (Eds), Handbook of educational theories (pp. 155–168). Information Age.,Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7,TEDTalentSearch. (2012, June 25). Derek Muller: The key to effective educational science videos. YouTube. https://www.youtube.com/watch?v=RQaW2bFieo8,Ten Hove, P. E. (2014). Characteristics of instructional videos for conceptual knowledge development (Publication No. S1360191) [Master’s thesis, University of Twente]. University of Twente Student Theses. https://essay.utwente.nl/66639/,Ten Hove, P., & Van Der Meij, H. (2015). Like it or not. What characterizes YouTube’s more popular instructional videos? Technical Communication, 62(1), 48–62. https://www.ingentaconnect.com/content/stc/tc/2015/00000062/00000001/art00005,Tim Green. (2014, December 11). Talking multimedia learning with Dr. Richard Mayer [Video]. YouTube. https://www.youtube.com/watch?v=Q5eY9k3v4mE,Veritasium. (2014, December 1). The most persistent myth [Video]. YouTube. https://www.youtube.com/watch?v=GEmuEWjHr5c,Wang, W. F., Chen, C. M., & Wu, C. H. (2016). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Proceedings - 2015 IIAI 4th International Congress on Advanced Applied Informatics, IIAI-AAI 2015, 385–390. https://doi.org/10.1109/IIAI-AAI.2015.225,Wittrock, M. C., & Farley, F. (Eds.). (1989). The future of educational psychology. Erlbaum.
dspace.entity.typePublication
local.indexed.atTRDizin

Files

Original bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Multimedia Principles Rubric A New Instrument to Filter Instructional Science Videos Based on the Cognitive Theory of Multimedia Learning.pdf
Size:
2.95 MB
Format:
Adobe Portable Document Format
Download

Collections

TR-Dizin İndeksli Yayınlar Koleksiyonu