Abstract

In the ever-evolving landscape of digital technology, one of the most significant shifts in educational methodologies is the rising prominence of video tutorials, especially in technical learning. This literature review delves into a range of academic studies and articles that collectively endorse the effectiveness of video as a learning medium in the classroom. From my personal experience in technology and video instruction, these insights resonate deeply. Ulewicz and Beatty’s 2001 work highlights the cost-effectiveness and accessibility of video tutorials, aligning with my observations of their practicality in diverse educational scenarios. However, the application of these educational methodologies in a corporate setting remains a relatively uncharted domain. This research aims to explore these articles and publications to identify rooted principles that may be able to crossover into a professional context, particularly in empowering non-techies and supporting DIY enthusiasts to effectively learn technical skills.

Introduction

The incorporation of video as an educational tool has garnered increasing attention in academic circles, marking a shift in technical content delivery and assimilation (Schmid et al., 2014). This literature review seeks to bridge the gap between the established use of video tutorials in educational settings and their potential in corporate environments. My experience in creating video content for clients and my YouTube viewers has consistently shown the effective use of video in simplifying complex technical concepts using screencasts and step-by-step instruction. Scholarly works, such as those by Schmid et al. (2014) and Kay (2012), have documented the positive impact of video in education, echoing my findings of improved understanding and engagement in technical subjects.

While the classroom use of video tutorials is well-documented, its translation to professional environments, particularly for client education and support in technical fields, is less understood. This literature review seeks to bridge this gap by examining the principles of effective video-based learning in academia and assessing their applicability and potential benefits in a corporate context. The aim is to highlight insights into how the successful strategies identified in educational settings can be adapted to enhance technical communication and learning in professional environments, thereby contributing to the growing body of knowledge in technical communication.

Theoretical Approaches in Video-Based Learning

The integration of video in educational contexts, particularly for older adults learning new technologies, represents a significant advancement in pedagogical strategies. Struve and Wandke (2009) conducted a pivotal study that sheds light on the efficacy of this approach. Their research reveals that older adults, often perceived as facing more significant challenges in adapting to new technological skills, benefit substantially from video-based learning. This is primarily due to the visual and auditory elements of videos, which align with the preferred learning styles of many older learners. Videos provide a clear, step-by-step demonstration of tasks and processes, making complex technological concepts more tangible and less intimidating. Furthermore, the ability to pause, rewind, and re-watch video content allows older adults to learn at their own pace, catering to individual learning speeds and aiding in the reinforcement of new information. This study underlines the importance of adapting educational tools to suit the needs of diverse learners.

Constructivist theory, emphasizing active knowledge construction, aligns with my hands-on experience where video tutorials facilitate self-paced learning. This is supported by studies like Kay’s (2012), which underscore the learner-centered nature of video (podcast)  tutorials. According to Mayer (2005), the cognitive theory of multimedia learning suggests that combining visual and auditory elements, as in video tutorials, optimizes learning efficiency – a point corroborated by Lloyd and Robertson (2012), who noted enhanced cognitive and psychomotor performance among learners watching screencast video tutorials to better understand complex technical (statistical) concepts.

Methodologies in Examining Video-Based Learning

The methodologies used in these studies are primarily quantitative, involving experimental designs. For instance, Schmid et al. (2014) used a meta-analysis approach, offering a comprehensive view of technology’s impact on education. Rackaway (2012) employed an experimental design to evaluate the impact of video tutorials on learning outcomes. These approaches provide a systematic way to assess the influence of video tutorials on learning engagement, comprehension, and retention.

Exploring Video in Online and Distance Learning

Hsin and Cigas (2013) underscore the role of short videos in this context. Their research indicates that concise, focused video content can greatly improve student learning outcomes in online environments. This effectiveness is attributed to the ability of short videos to convey key concepts in an engaging, easily digestible format, which is especially beneficial in capturing and retaining the attention of learners in the distraction-prone digital landscape like our own homes or co-share public spaces. In parallel, Li et al. (2023) shed light on the emerging trend of panoramic video usage in education. Panoramic videos, with their immersive and interactive nature, offer a more dynamic and comprehensive visual experience. This technology holds particular promise in subjects where spatial understanding and context are crucial, allowing learners to explore and interact with the learning material in a more holistic manner. The growing importance of panoramic video in education mirrors the broader shift towards more innovative, interactive, and student-centered learning tools in the digital age. This study; however, lacks the exploration of these methods in a corporate setting.

Challenges and Considerations in Video Tutorial Design

Creating engaging and effective video tutorials presents a unique set of challenges, as explored by Martin & Martin (2015). Their study highlights that the key difficulties lie in capturing the viewer’s attention, maintaining engagement throughout the tutorial, and ensuring that the content is not only informative but also pedagogically sound. The balance between educational richness and viewer engagement is crucial, and the effectiveness of a tutorial is often contingent on its ability to succinctly convey complex information in a visually appealing and accessible manner.

In one of the rare studies which extends beyond the classroom into the realm of professional applications, Atzema et al. (2012) demonstrate the significant utility of procedural videos in high-stakes environments like emergency departments. Their research shows that these videos can be invaluable tools for teaching and reinforcing procedures in emergency medicine, offering a clear, concise, and real-time visual guide that can enhance the understanding and execution of critical medical procedures.

Conclusion

The findings from these various studies consistently affirm the enhanced learning outcomes facilitated by video tutorials. Schmid et al. (2014) observed a positive effect of technology use, including video, on postsecondary education outcomes. Kay (2012) reported increased engagement and a deeper understanding of complex subjects. However, these studies also highlight challenges, such as the need for effective design and implementation of video content to maximize learning benefits, echoing my own experiences in content creation.

These studies illuminate how video tutorials not only deepen understanding of complex subjects but also offer benefits like accessibility and cost-effectiveness (Ulewicz & Beatty, 2001). While their application in educational settings is well-documented, extending these methodologies to professional contexts, especially in client education and DIY support, is a relatively new and exciting frontier. This literature review sets the stage for further exploration into adapting educational video strategies for professional use, potentially revolutionizing how technical communication and client education are approached in the tech sector.

References:

1. Atzema, C., Stefan, R., Saskin, R., Michlik, G., & Austin, P. (2012). Physician-rated utility of procedure videos for teaching procedures in the emergency department, overall and during emergency department crowding. *International Journal of Clinical Medicine, 3,* 758-764. https://doi.org/10.4236/ijcm.2012.37A133

2. Hsin, W.-J., & Cigas, J. (2013). Short videos improve student learning in online education. *Journal of Computing Sciences in Colleges, 28*(5), 253–259.

3. 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. https://doi.org/10.1016/j.chb.2012.01.011

4. Li, W., Qian, L., Feng, Q., & Luo, H. (2023). Panoramic video in education: A systematic literature review from 2011 to 2021. *Journal of Computer Assisted Learning, 39*(1), 1–19. https://doi.org/10.1111/jcal.12730

5. Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. *Teaching of Psychology, 39(1),* 67-71. https://doi.org/10.1177/0098628311430640

6. Martin, N. A., & Martin, R. (2015). Would you watch it? Creating effective and engaging video tutorials. *Journal of Library & Information Services in Distance Learning, 9*(1-2), 40-56. https://doi.org/10.1080/1533290X.2014.946345

7. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-48). Cambridge University Press.

8. Rackaway, C. (2012). Video killed the textbook star?: Use of multimedia supplements to enhance student learning. *Journal of Political Science Education, 8*(2), 189-200. https://doi.org/10.1080/15512169.2012.667684

9. Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. *Computers & Education, 72,* 271–291. https://doi.org/10.1016/j.compedu.2013.11.002

10. Struve, D., & Wandke, H. (2009). Video modeling for training older adults to use new technologies. *ACM Transactions on Accessible Computing, 2*(1), Article 4. https://doi.org/10.1145/1525840.1525844

 
 

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