Article Sidebar

Submitted
Sep 18, 2021
Accepted
Dec 31, 2021
Published
Dec 31, 2021
Download
PDF
Statistic
Read Counter : 376 Download : 13786

Main Article Content

Abstract

The article presents a brief overview and a critical analysis of the emerging evidence in international literature regarding the use of audiovisual texts, with a focus on the didactic video to support professional medical education. The study of cognitive artifacts used in the representation of knowledge is not a new phenomenon, but with the Covid-19 emergency there has been renewed interest in this area of research. Evidence highlights how audiovisual texts can perform very diversified, rich and stimulating functions from a pedagogical point of view. In particular, a new direction of research on the significant role of the camera point of view (first person or subjective) in learning complex manual procedures is of great interest in the health professions. A number of critical issues are also clear.

Keywords

Instructional Video Audiovisual Texts Procedural Knowledge Video and Medicine Subjective Shot Instructional Design Multimedia Learning

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Ganino, G. (2021). Empirical evidence and research perspectives on the use of didactic video: with a focus on the health professions. Journal of E-Learning and Knowledge Society, 17(2), 97-107. https://doi.org/10.20368/1971-8829/1135561

References

  1. Anmarkrud, O., Andresen, A., & Bråten, I. (2019). Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues. Educational Psychologist, 54 (2), 61-83. doi:10.1080/00461520.2018.1554484
  2. Bajaj, J., Rathore, S., Parihar, V., Agarwal, P., Ram Yadav, Y., Sharma, D. (2020). Teaching Glasgow Coma Scale Assessment by Videos: A Prospective Interventional Study among Surgical Residents. Journal of Neurosciences in Rural Practice, 11(03), 381-384. doi:10.1055/s-0040-1709263
  3. Boucheix, J.M., Gauthier, P., Fontaine, J., & Jaffeux, S. (2018). Mixed camera viewpoints improve learning medical hand procedure from video in nurse training? Computers in Human Behavior, 89, 418-429. doi: 10.1016/j.chb.2018.01.017
  4. Bugaiska, A., Ferreri, L., Bouquet, C.A., Kalenzaga, S., & Clarys, D. (2015). Self as a moderator of age-related deficit on Recollection. Topics in Cognitive Psychology, 115, 77-88. doi:10.4074/S0003503314000013
  5. Chen, C.M., & Wu, C.H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computer & Education, 80, 108-121. doi: 10.1016/j.compedu.2014.08.015
  6. Chorianopoulos, K. (2018). A Taxonomy of Asynchronous Instructional Video Styles. International Review of Research in Open and Distributed Learning, 19(1). doi:10.19173/irrodl.v19i1.2920
  7. Clark, R., & Lyons, C. (2010). Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials. San Francisco: Pfeiffer.
  8. Eimer, C., Duschek, M., Jung, A.E. Emanuel, A., Günther, Z., Amke, C., Matthias, L., Norbert, W., Gunnar, E. (2020). Video-based, student tutor- versus faculty staff-led ultrasound course for medical students – a prospective randomized study. BMC Med Educ 20 (1). doi:10.1186/s12909-020-02431-8
  9. Fattorini, R., & Paoletti, G. (2017). Mettiamoci la faccia. L’uso dei Talking Head nelle lezioni online. Form@re. Open Journal per la formazione in rete, 17(1), 217-227. doi:10.13128/formare-20163
  10. Fiorella, L., & Mayer, R.E. (2016). Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology, 108(4), 528-546. doi:10.1037/edu0000065
  11. Fukuta, J., Morgan, J. (2018). First-person perspective video to enhance simulation. Clin Teach, 15, 231–235. doi:10.1111/tct.12659
  12. Ganier, F., & de Vries, P. (2016). Are instructions in video format always better than photographs when learning manual techniques? The case of learning how to do sutures. Learning and Instruction, 44, 87-96. doi: 10.1016/j.learninstruc.2016.03.004
  13. Ganino, G. (2018). Video didattica. Comunicazione visiva, apprendimenti multimediali e processi cognitivi. Lecce-Brescia: PensaMultiMedia.
  14. Garland, T.B., & Sanchez, C.A. (2013). Rotational perspective and learning procedural tasks from dynamic media. Computers and Education, 69, 31-37. doi: 10.1016/j.compedu.2013.06.014
  15. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the First ACM Conference on Learning@ Scale Conference, 41-50. doi:10.1145/2556325.2566239
  16. Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. HIIG Discussion Paper Series N. 2015-02. doi:10.2139/ssrn.2577882
  17. Jannin, L., Ganier, F., & deVries, P. (2017). Effet du point de vue de présentation des instructions et de l’aptitude à la rotation mentale sur l’apprentissage d’un geste technique. Conférence EPIQUE, Dijon, France.
  18. Lyons, A., Reysen, S., & Pierce, L. (2012). Video lecture format, student technological efficacy, and social presence in online courses. Computers in Human Behavior, 28(1), 181–186. doi: 10.1016/j.chb.2011.08.025
  19. Kizilcec, R.F., Bailenson, J.N., & Gomez, C.J. (2015). The instructor’s face in video instruction: evidence from two large-scale field studies. Journal of Educational Psychology, 107(3). doi:10.1037/edu0000013
  20. Kizilcec, R.F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing face in video instruction: effects on information retention, visual attention, and affect. Proceedings of the 32nd annual ACM conference on Human factors in computing system, 2095-2102. doi:10.1145/2556288.2557207
  21. Kumar, N., & Kumar, J. (2016). Measurement of cognitive load in HCI systems using EEG power spectrum: An experimental study. Procedia Computer Science, 84, 70–78. doi:10.1016/j.procs.2016.04.068
  22. Liberati, A., Altman, D. G., & Tetzlaff, J. (2015). PRISMA Statement per il reporting di revisioni sistemiche e meta-analisi degli studi che valutano gli interventi sanitari: spiegazione ed elaborazione. Evidence, 7(6), 1–36.
  23. Lim, N., Hu, X. (2020). The effects of video modeling on staff implementation of behavioral procedures in China. Behavioral Interventions, Wiley, 35(4), 704-716. doi:10.1002/bin.1735
  24. Machi, L.A., & McEvoy, B.T. (2016). The literature review: Six steps to success. Thousand Oaks, CA: Corvin Press.
  25. Mayer, R.E. (2009). Multimedia learning. New York: Cambridge University Press.
  26. Mayer, R.E. (2014). Multimedia instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.). Handbook of Research on Educational Communications and Technology, 385-399. New York: Springer.
  27. Mayer, R.E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Education Tech Research Dev, 68(3), 837–852. doi:10.1007/s11423-020-09749-6
  28. Poggi, I., & Caldognetto, E.M. (1997). Mani che parlano. Gesti e psicologia della comunicazione. Padova: Unipress.
  29. Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169-192. doi: 10.1146/annurev.neuro.27.070203.144230
  30. Robbins, P., & Aydele, M. (2009). A short primer on situated cognition. In P. Robbins & M. Aydede (Eds.), The Cambridge handbook of situated cognition. New York: Cambridge University Press.
  31. Santos-Espino, J.M., Afonso-Suàrez, M.D., & Guerra-Artal, C. (2016). Speakers and boards: A survey of instructional video styles in MOOCs. Technical Communication, 63(2), 101-115.
  32. Schmidt Mona, W., Kowalewski, K.F., Trent, S.M., Benner, L., Müller-Stich, B. P., & Nickel, F. (2020). Self-directed training with e-learning using the first-person perspective for laparoscopic suturing and knot tying: a randomised controlled trial. Surgical Endoscopy, 34(2), 869–879. doi:10.1007/s00464-019-06842-7
  33. Soltanlou, M., Artemenko, C., Dresler, T., Haeussinger, F. B., Fallgatter, A. J., Ehlis, A. C., & Nuerk, H. C. (2017). Increased arithmetic complexity is associated with domain‐general but not domain‐specific magnitude processing in children: A simultaneous fNIRS‐EEG study. Cognitive, Affective, & Behavioral Neuroscience, 17(4), 724– 736. doi:10.3758/s13415-017-0508-x
  34. Sweller, J., van Merriënboer, J.J.C., & Paas, F.G. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review 10, 251–296. doi:10.1023/A:1022193728205
  35. Sweller, J., van Merriënboer, J.J.C., & Paas, F.G. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31(2), 261–292. doi:10.1007/s10648-019-09465-5
  36. Tewfik, G.L., Work, A.N., Shulman S.M., Discepola, P. (2020). Objective validation of YouTube™ educational videos for the instruction of regional anesthesia nerve blocks: a novel approach. BMC Anesthesiology, 20(1), 1-7. doi:10.1186/s12871-020-01084-w
  37. Thomson, F.C, Morrison, I., Watson, W.A. (2017). Going Professional: using point-of-view filming to facilitate preparation for practice in final year medical students. BMJ Simul Technol Enhanc Learn, 4, 147-149. doi:10.1136/bmjstel-2017-000224
  38. Ulmer, F., Lennertz, J., Greif, R., Bütikofer, L., Theiler, L., Riva, T. (2020). Emergency front of neck access in children: a new learning approach in a rabbit model. British Journal of Anaesthesia, 125(1), e61-e68. doi: 10.1016/j.bja.2019.11.002
  39. Wang, J., & Antonenko, P. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79-89. doi: 10.1016/j.chb.2017.01.049
  40. Wilson, K. E., Martinez, M., Mills, C., D'Mello, S., Smilek, D., & Risko, E. F. (2018). Instructor presence effect: Liking does not always lead to learning. Computers & Education, 122, 205-220. doi: 10.1016/j.compedu.2018.03.011
  41. Yeap, Y-L., Randolph, T., Lemmon, A., Mann, M., Stewart, J., Wolfe, J.W. (2020). Effect of Prior Formal Education on Successful Thoracic Epidural Placement by Anesthesia Residents. Journal of Cardiothoracic and Vascular Anesthesia, 34(11), 3044-3048. doi: 10.1053/j.jvca.2020.06.023