Multimedia content that doesn’t directly contribute to learning can overload and exceed the processing capacity of the cognitive system, this is known as cognitive overload (Sweller, 1988).

To support learning with video, you should be intentional about your design in order to reduce extraneous processing and to manage the essential processing of the material (Mayer and Moreno, 2003; Mayer, 2008). Cognitive psychologist, Richard Mayer proposes several principles to improve multimedia instruction through intentional design. Below is a selection of these principles that are easy to quickly implement in instructional videos.

Coherence principle – limit extraneous content. Learning is better when words, pictures, and sounds unrelated to the essential material are excluded rather than included. Keep your content simple, limiting your words and visual elements to only what is strictly necessary to achieve learning.

Segmenting principle – break down the content in your video. Learning is better when content is presented in learner-paced segments. Create multiple, short, single-concept videos of 6 minutes or less (Guo, et al, 2014) rather than one long one.

Contiguity principle – coordinate corresponding content. Learning is better when corresponding words and pictures are presented near rather than far from each other on the screen (spatial contiguity) and when corresponding words and pictures are presented simultaneously (temporal contiguity). For example, place printed words near corresponding parts of graphics to reduce need for visual scanning.

Signaling principle – provide cues for how to process the material. Learning is better when learners don’t have to look for the essential material, but cues are used to direct their attention to the critical aspects of the content. Signal verbal material using an outline, headings, highlighting, and use pointer words (such as first, second, third on your slides. Signal visual material with arrows, flashing, spotlighting, and other annotations.

You can review all twelve principles in Applying the Science of Learning: Evidence Based Principles for the Design of Multimedia Instruction (Mayer, 2008).

If videos are not engaging, students are less likely to watch the entire video and complete post-video activities. Here are some research-supported recommendations to help increase engagement (Guo, et al, 2014).

Make shorter videos. Segment videos into chunks shorter than 6 minutes. Shorter videos also allow you to incorporate short activities at crucial points for students to apply what they viewed. These shorter videos can also become units that you can move around, combine, or use independently.

Be yourself – make it personal. Videos produced with a more personal feel can be more engaging than highly-produced professional recordings. Speak quickly and in a conversational style with high enthusiasm, rather than a formal style. Introduce yourself and what the segment will cover at the beginning of each video. When speaking to the camera, maintain eye contact, as if your students are watching.

Include talking head video. Video that include visuals of the instructor talking with slides are more engaging than slides alone. Instructor presence is engaging for students, so try mixing visual content such as slides, graphics and screencasts with video of the instructor talking.

Add drawings and animations. Khan academy-style tablet drawing tutorials are more engaging than PowerPoint slides. The visual flow of animated text and graphics draw and keep the learner’s attention for longer.