Page 62 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

During the editing stages of the videos, I used signaling which is also known as

cueing (deKoning et al., 2009). This is the use of on-screen text or symbols to
highlight important information. For example, signaling may be provided by the

appearance of two or three key words (e.g., Mayer and Johnson, 2008; Ibrahim et al.,
2012), a change in colour or contrast (deKoning et al., 2009), or a symbol that draws

attention to a region of a screen. By highlighting the key information, it helps direct

learner attention, thus targeting particular elements of the video for processing in the
working memory. This can reduce extraneous load by helping the learner determine

which elements are important, and it can also increase germane load by emphasising
the connections within the information. Mayer and Moreno (2003) and deKoning et

al. (2009) have shown that this approach improves the learner’s ability to retain and

transfer new knowledge from animations, and Ibrahim et al. (2012) have shown that
these effects extend to video. The use of animated graphics throughout my videos

lent itself perfectly to instilling on-screen text and symbols (Figure 4.8).

Figure 4.8 Use of the signaling technique - https://goo.gl/cQPCzf

As can be seen from (Figure 4.9), I decided to use a combination of animation and

digital video after using the amination applications ‘Moovly’ and ‘Animaker’. I

found that animated video, also known as motion graphics, is a rich and visually
engaging medium. It is cost-effective, easy to employ and appeals to both younger

and older audiences, in this case, parent and child. It made filming more manageable

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