Scholarlink

<p>Educational videos have become central to learning environments, particularly following the COVID-19 pandemic, underscoring the need for optimized design to enhance learning outcomes. Concurrently, research on film cognition has provided valuable insights into how viewers process dynamic visual narratives in Hollywood cinema. This paper explores the parallels between Hollywood cinema and educational videos to determine how film cognition research can inform educational video design. We analyze how cinematic techniques align with educational principles (i.e. signaling, spatial and temporal contiguity) proposed by Cognitive Theory of Multimedia Learning. Additionally, we examine social cognition aspects, drawing connections to the learning principles (i.e., embodiment and image principles) in educational contexts. We propose that educational videos can enhance learner engagement by adopting attention-guiding methods and social cues used in film. We also suggest that compiling a shared collection of example videos and reusable materials could help teachers and researchers reuse and adapt resources more easily.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Sustained attention in learning: what can Hollywood cinema teach us about the design of educational videos?

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月14日

查看全文
  • Ayşe Candan Şimşek,
  • Martin Merkt,
  • Christina Sondermann,
  • Markus Huff

摘要

Educational videos have become central to learning environments, particularly following the COVID-19 pandemic, underscoring the need for optimized design to enhance learning outcomes. Concurrently, research on film cognition has provided valuable insights into how viewers process dynamic visual narratives in Hollywood cinema. This paper explores the parallels between Hollywood cinema and educational videos to determine how film cognition research can inform educational video design. We analyze how cinematic techniques align with educational principles (i.e. signaling, spatial and temporal contiguity) proposed by Cognitive Theory of Multimedia Learning. Additionally, we examine social cognition aspects, drawing connections to the learning principles (i.e., embodiment and image principles) in educational contexts. We propose that educational videos can enhance learner engagement by adopting attention-guiding methods and social cues used in film. We also suggest that compiling a shared collection of example videos and reusable materials could help teachers and researchers reuse and adapt resources more easily.