How to Interest Students in a Video
Clossen, A. (2018). Trope or Trap? Roleplaying Narratives and Length in Instructional Video. Information Technology & Libraries. 37, 1, p. 27-38.
The main focus of this article is how to maximize interest and engagement in students during an instructional video. Clossen used her research to determine the correct length of a video, direct instruction vs. narrative role playing, and the effect of demographics on interest levels and engagement. Over 1300 people were surveyed and participants came from a variety of demographics including various student, employment, and gender statuses.
One of the most telling methods used in this survey was the comparison of similar survey results both to each other and to the results of the information gathered. I found it very interesting that there were no statistically significant differences between demographics and reactions to the videos. Conflicting results between studies on video length make sense and any number of things could have effected these variances, including the wording of questions about video length.
This article brought to my attention the issue of narrator credibility in an acting vs. an instructional scenario. It seems obvious to me now, but I hadn't realized before how important this concept was when creating a video. When narrative role playing was mentioned, I had guessed that the viewer would be the one doing the role playing, as that would maximize their engagement.