Page 34 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches

learners were exposed to simultaneous presentation of corresponding

information over successive presentation of corresponding information.

Principles for Increasing Germane Load and Managing Essential Processing

include Segmenting and Modality.

Segmenting can be accomplished by structuring information in learner-paced
segments (Mayer 2008, p.765) or creating shorter video chunks of a series of

related knowledge (Guo et al., 2014). Essentially, according to Ibrahim et al
(2012, p. 222), ‘With segmentation, learning material is broken up into several

segments of information to help students process one cluster of related

information elements before moving to the next one.’

In a major analysis of 6.9 million video watching sessions, Guo et al (2014)
found that shorter videos are much more engaging and video length to be by far

the most significant indicator of engagement when analysed against other video
properties, including speaking rate, video type and production style.

Specifically, in relation to video length the analysis shows that median

engagement time was at most 6 minutes, regardless of total video length, and the
authors as a result strongly recommend producing video of chunks shorter than 6

minutes.

Modality refers to the optimal use of the auditory/verbal channel and the

visual/pictorial channel when presenting information in an effort to utilise both
channels while reducing the potential for overload of either. Examples include

providing graphics with spoken text rather than graphics with printed text
(Moreno 2008). Brame (2015) also highlights the relevance of modality to

promoting student engagement as well as managing cognitive load and states

the example of ‘when telling a story, it can be very effective to show the
storyteller’s face’.

Moreno (2008, p 766) reports that the Modality principle has the most support

in terms of managing essential processing while Signalling, Weeding and
Segmenting have been reported by Ibrahim et al (2012) to reduce perception of

learning difficulty, and increase retention and transfer of knowledge (2012, pp.

22