A Research-Based Checklist for Development and Critique of STEM Instructional Videos

References

• Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE— Life Sciences Education, 15(4), es6.
   PubMed Web of Science ®Google Scholar
• Brown, B. A., & Ryoo, K. (2008). Teaching science as a language: A “content-first” approach to science teaching. Journal of Research in Science Teaching, 45(5), 529–553.
   Web of Science ®Google Scholar
• Bussey, T. J., & Orgill, M. (2015). What do biochemistry students pay attention to in external representations of protein translation? The case of the Shine-Dalgarno sequence. Chemistry Education Research and Practice, 16(4), 714–730.
   Web of Science ®Google Scholar
• Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10–13.
   Google Scholar
• Center for Universal Design. (1997). The principles of universal design. https://projects.ncsu.edu/ncsu/design/cud/pubs_p/docs/poster.pdf
   Google Scholar
• Chen, C. M., & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108–121.
   Web of Science ®Google Scholar
• Cook, M. P (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 10731091.
   Web of Science ®Google Scholar
• Cox, R., McKendree, J., Tobin, R., Lee, J., & Mayes, T. (1999). Vicarious learning from dialogue and discourse. Instructional Science, 27(6), 431–458.
   Web of Science ®Google Scholar
• Dahlstrom, M. F. (2014). Using narratives and storytelling to communicate science with nonexpert audiences. Proceedings of the National Academy of Sciences, 111 (supplement 4), 13614–13620.
   PubMed Web of Science ®Google Scholar
• Dawson, V., & Van Loosen, I. (2012). Use of online video in a first year tertiary mathematics unit. In A. Herrington, J. Schrape, & K. Singh (Eds.), Engaging students with learning technologies (pp. 35–46). Curtin Teaching and Learning.
   Google Scholar
• diSessa, A. A. (2014). A history of conceptual change research: Threads and fault lines. In. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 88–108). Cambridge University Press.
   Google Scholar
• Duit, R. H., & Treagust, D. F. (2012). Conceptual change: Still a powerful framework for improving the practice of science instruction. In C. D. T. Kim & M. Kim (Eds.), Issues and challenges in science education research (pp. 43–54). Springer Netherlands.
   Google Scholar
• Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47(2), 123–182.
   Web of Science ®Google Scholar
• Dupuis, J., Coutu, J., & Laneuville, O. (2013). Application of linear mixed-effect models for the analysis of exam scores: Online video associated with higher scores for undergraduate students with lower grades. Computers & Education, 66, 64–73.
   Web of Science ®Google Scholar
• Eick, C. J., & King Jr., D. T. (2012). Nonscience majors’ perceptions on the use of YouTube video to support learning in an integrated science lecture. Journal of College Science Teaching, 42(1), 26–30.
   Google Scholar
• Guo, P J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First Association for Computing Machinery Conference on Learning@ Scale (pp. 41–50). Association for Computing Machinery.
   Google Scholar
• He, Y, Swenson, S., & Lents, N. (2012). Online video tutorials increase learning of difficult concepts in an undergraduate analytical chemistry course. Journal of Chemical Education, 89(9), 1128–1132.
   Web of Science ®Google Scholar
• Hegarty, M. (2005). Multimedia learning about physical systems. In R. Mayer & R. E. Mayer (Eds.), The Cambridge handbook of multimedia learning (pp. 447–465). Cambridge University Press.
   Google Scholar
• Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81–95.
   Web of Science ®Google Scholar
• Hill, J. L., & Nelson, A. (2011). New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems. Environmental Education Research, 17(3), 393–408.
   Web of Science ®Google Scholar
• Hoogerheide, V, Loyens, S. M., & van Gog, T. (2016a). Learning from video modeling examples: Does gender matter? Instructional Science, 44(1), 69–86.
   Web of Science ®Google Scholar
• Hoogerheide, V., van Wermeskerken, M., Loyens, S. M., & van Gog, T. (2016b). Learning from video modeling examples: Content kept equal, adults are more effective models than peers. Learning and Instruction, 44, 22–30.
   Web of Science ®Google Scholar
• James, S., Brown, J., Gilbee, T., & Rees, C. (2013, January). Use and perceptions of worked example videos for first-year students studying mathematics in a primary education degree. In Proceedings of the Ninth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics (Shining Through the Fog, Lighthouse Delta) (pp. 24–29). University of Western Sydney.
   Google Scholar
• Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75–83.
   Google Scholar
• Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand. Journal of Chemical Education, 70(9), 701.
   Web of Science ®Google Scholar
• Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G., & Mason, C. E. (2016). Analytical thinking, analytical action: Using prelab video demonstrations and e-quizzes to improve undergraduate preparedness for analytical chemistry practical classes. Journal of Chemical Education, 93(11), 1855–1862.
   Web of Science ®Google Scholar
• Kartal, G. (2010). Does language matter in multimedia learning? Personalization principle revisited. Journal of Educational Psychology, 102(3), 615.
   Web of Science ®Google Scholar
• 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.
   Web of Science ®Google Scholar
• Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619–627.
   Web of Science ®Google Scholar
• Lawson, T. J., Bodle, J. H., & McDonough, T. A. (2007). Techniques for increasing student learning from educational videos: Notes versus guiding questions. Teaching of Psychology, 34(2), 90–93.
   Web of Science ®Google Scholar
• Liew, T. W., Tan, S. M., & Jayothisa, C. (2013). The effects of peer-like and expert-like pedagogical agents on learners’ agent perceptions, task-related attitudes, and learning achievement. Journal of Educational Technology & Society, 16(4), 275–286.
   Web of Science ®Google Scholar
• Linn, M. (2003). Technology and science education: Starting points, research programs, and trends. International Journal of Science Education, 25(6), 727–758.
   Web of Science ®Google Scholar
• Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience. The International Review of Research in Open and Distance Learning, 15(3), 275–291.
   Google Scholar
• Lobato, J., & Walker, C. (2019). How viewers orient toward student dialogue in online math videos. Journal of Computers in Mathematics and Science Teaching, 38(2), 177–200.
   Google Scholar
• Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171–173.
   Web of Science ®Google Scholar
• Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88(1), 64.
   Web of Science ®Google Scholar
• Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12–18.
   Web of Science ®Google Scholar
• Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389.
   Web of Science ®Google Scholar
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
   Web of Science ®Google Scholar
• McDonnell, L., Barker, M. K., & Wieman, C. (2016). Concepts first, jargon second improves student articulation of understanding. Biochemistry and Molecular Biology Education, 44(1), 12–19.
   PubMed Web of Science ®Google Scholar
• Mitra, B., Lewin-Jones, J., Barrett, H., & Williamson, S. (2010). The use of video to enable deep learning. Research in Post-Compulsory Education, 15(4), 405–414.
   Google Scholar
• Moreno, R. (2006). Learning in hightech and multimedia environments. Current Directions in Psychological Science, 15(2), 63–67.
   Web of Science ®Google Scholar
• Moreno, R., & Flowerday, T. (2006). Students’ choice of animated pedagogical agents in science learning: A test of the similarityattraction hypothesis on gender and ethnicity. Contemporary Educational Psychology, 31(2), 186–207.
   Web of Science ®Google Scholar
• Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358.
   Web of Science ®Google Scholar
• Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117.
   Web of Science ®Google Scholar
• Muller, D. A., Bewes, J., Sharma, M. D., & Reimann, P. (2007). Saying the wrong thing: Improving learning with multimedia by including misconceptions. Journal of Computer Assisted Learning, 24(2), 144–155.
   Web of Science ®Google Scholar
• Muller, D. A., Sharma, M. D., & Reimann, P (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92(2), 278–296.
   Web of Science ®Google Scholar
• National Research Council (NRC). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
   Google Scholar
• Newman, E. J., & Schwarz, N. (2018). Good sound, good research: How audio quality influences perceptions of the research and researcher. Science Communication, 40(2), 246–257.
   Web of Science ®Google Scholar
• Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140.
   Web of Science ®Google Scholar
• Prud’homme-Généreux, A., Schiller, N. A., Wild, J. H., & Herreid, C. F (2017). Guidelines for producing videos to accompany flipped cases. Journal of College Science Teaching, 46(5), 40.
   Google Scholar
• Richards-Babb, M., Curtis, R., Smith, V J., & Xu, M. (2014). Problem solving videos for general chemistry review: Students’ perceptions and use patterns. Journal of Chemical Education, 91(11), 1796–1803.
   Web of Science ®Google Scholar
• Seethaler, S., Czworkowski, J., & Wynn, L. (2017). Analyzing general chemistry texts’ treatment of rates of change concepts in reaction kinetics reveals missing conceptual links. Journal of Chemical Education, 95(1), 28–36.
   Web of Science ®Google Scholar
• Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337–1370.
   Web of Science ®Google Scholar
• Smith, S. J., & Harvey, E. E. (2014). K-12 online lesson alignment to the principles of universal design for learning: The Khan Academy. Open Learning: The Journal of Open, Distance and E-Learning, 29(3), 222–242.
   Google Scholar
• Stieff, M., Werner, S. M., Fink, B., & Meador, D. (2018). Online prelaboratory videos improve student performance in the general chemistry laboratory. Journal of Chemical Education, 95(8), 1260–1266.
   Web of Science ®Google Scholar
• Stockwell, B. R., Stockwell, M. S., Cennamo, M., & Jiang, E. (2015). Blended learning improves science education. Cell, 162(5), 933–936.
   PubMed Web of Science ®Google Scholar
• Story, M. F. (2001). Principles of universal design. In: W. F. E. Preiser & E. Ostroff (Eds.), Universal design handbook. McGraw-Hill.
   Google Scholar
• Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34.
   Web of Science ®Google Scholar
• Sweller, J., & Chandler, P (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233.
   Web of Science ®Google Scholar
• Tasker, R. (2016). ConfChem Conference on interactive visualizations for chemistry teaching and learning: Research into practice—visualizing the molecular world for a deep understanding of chemistry. Journal of Chemical Education, 93(6), 1152–1153.
   Web of Science ®Google Scholar
• Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247–262.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar
• Wright, L. K., Cardenas, J. J., Liang, P., & Newman, D. L. (2017). Arrows in biology: Lack of clarity and consistency points to confusion for learners. CBE—Life Sciences Education, 17(1), ar6.
   PubMed Web of Science ®Google Scholar
• Yezierski, E. J., & Birk, J. P (2006). Misconceptions about the particulate nature of matter. Using animations to close the gender gap. Journal of Chemical Education, 83(6), 954.
   Web of Science ®Google Scholar