ELEMENT OF FUN: USING FILM THEORY IN INSTRUCTIONAL DESIGN

In Every Job That Must Be Done There Must Be An Element of Fun

The Role of Videos and Film in Education and Instructional Design

With roots in film theory, instructional design can take inspiration from refined aspects of film composition related to learning. For example, the film-theoretic concept of mise-en-scène refers to the mindful composition of visual content within a confined frame to elicit meaning. Instructional designers can borrow from film theory and use this principle to design visually immersive and intentional teaching materials. For instance, Perna (2023) argues that instructional designer(s) need to behave as veritable ‘metteurs-en-scène’, assembling every visual element of the entire instructional situation as deliberately as a director would do – visually arranging visuals to serve learning rather than distract from it.

 At the same time, Instructional Designers are encouraged to critique how visuals can help or hinder learning. Unintentional visuals can increase cognitive overload by making learning more difficult, while purposeful visuals, like in a film, can increase comprehension by aligning closely with what is being taught (Perna, 2023). The goal is to create a holistic, immersive experience where the learner and the material come together in harmony, with every image chosen with the same care as in cinema.

This approach proceeds film theory’s interest in storytelling in visual terms, while the learning sciences’ have tangible evidence which offers Instructional Designers a new point of access, encouraging them to see themselves more as visual storytellers than just content creators. Inspired by these techniques, they can begin to write and plan experiences that are compelling, significant and compellingly visual for their learners.

Online Education Motion Graphic

Videos and film are increasingly used in education and instructional design. When explaining new concepts or enhancing learning or skills, educators and Instructional Designers use videos and film not only to encourage active participation by their learners, but also to deepen learning and reinforce the dynamics between theory and applied practice. This blog post looks at the importance of videos and film in learning and showcases the various studies supporting their use and providing best practices.

Enhancing Learning Through Film

Film can be a great way to tell stories, reflect on plotlines and connect with people. McClain also asserts that film’s other mode of storytelling ‘provides another method of telling stories for adult educators and adult learners to have further reflection, insights, emotional reactions and enrich [a number of] life experiences and development stages’ (p. 151). Storylines within film can be critically analyzed and compared with a learner’s own experiences, and film’s capacity to present multiple storylines, as well as characters with multiple personalities, enriches the learning experience. As McClain (2019) notes, “Film can enrich learning for adults by having a multiple points of view” (p. 152).

Written vs. Visual eLearning Storyboards

Video Assignments for Deep Learning

However, with the rising number of educational videos, especially the increasing availability of YouTube videos by students, instructors can create innovative ways to incorporate film-based assignments by providing instructor purpose, structuring viewing and encouraging students to engage in reflection on what they read and watch. Video makes deep learning possible. Explains Olson, Autry and Moe, “The growth of YouTube and other video-streaming services creates opportunities for adult educators looking for innovative ways to incorporate film-based assignments” (p. 60). Designed with a purpose and intention, video assignment can help learners apply course concepts to real world scenarios. Nevertheless, the success of these assignments depends on the clarity of the instructor’s purpose. As Olson et al. (2016) explains, “the purpose and relevance of the video – communicated by the instructor – to a given learning objective helps to promote deep learning. Educators should also help learners develop viewing strategies to engage effectively with the video” (Olson et al, 2016). Here, alignment happens between the instructional and visual content to help learners understand the complex idea and apply it to their own learning.

Instructional Videos in Online Education

Instructional videos are an important content-delivery method in online education, as pointed out in the article You co-authored with Ms. Yang, titled Enhancing Online Learning Experience through Video: Discussions on Format and Learning Outcomes: When effectively designed, developed, and employed, instructional videos in online courses can increase learner engagement and facilitate all learners achieving desired learning outcomes. A good instructional video must be able to engage the learner and stir their curiosity so as to encourage active learning from the comfort of their own homes. Through video content, learners can also absorb information at their own pace and in their preferred learning style. In the article Enhancing Online Learning Experience through Video: Discussions on Format and Learning Outcomes, You and Ms. Yang mention the variety of video formats available to increase interactivity. “Videos can be created in multiple ways such as voice-over slides, screencast, Khan-style drawing tutorials or lightboard videos, talking-head with minimum slides, a mixture of talking heads, relevant visuals, embedded skits, application stories, ponding questions, pop quiz questions to make instructional videos interactive” You, J., & Yang, J. , 2021). All of the above listed elements can make instructional videos interactive and engaging for learners. I have observed this first hand with a Wendy’s employee video. In this video it shows the employee how to properly grill a hamburger the “Wendy’s way” by using a song and visual graphics. 

Wendy's Grill Skills

Optimizing Learning for Older Adults

Videos can also be used effectively with older adults when paired with ways of reducing cognitive overload. Ouwehand, van Gog and Paas (2015) discuss the application of video-based modelling examples for older learners, “a considerable body of empirical evidence suggests that adding a kinaesthetic dimension to video-based modelling examples, in the form of gestures, can promote learning and memory” (p116). This shows that, when learners have different cognitive needs, additional learning can be incorporated into the design to help learning occur.

Conclusion

 In summary, videos and film play vital roles in instructional design today, providing educators with a dynamic medium to stimulate engagement, facilitate deep learning, and foster rich educational experiences. When alignment with learning goals is achieved, and educators mix formats adhering to evidence-based practices such as storytelling lessons, accuracy, and learners’ interests; and when they follow sound principles for learning through video (such as active viewing, spaced learning, embodied learning, learning styles, prior knowledge, and explicit instruction) videos and film hold great promise in fostering rich educational benefits.

References:

McClain, A. (2019). Lights, camera, andragogy! Adult learning and development in film. Adult Learning, 30(4), 150–159. https://doi.org/10.1177/1045159519829039

Olson, J. S., Autry, L., & Moe, J. (2016). Moving beyond "bookish knowledge": Using film-based assignments to promote deep learning. Adult Learning, 27(2), 60–67.

Ouwehand, K., van Gog, T., & Paas, F. (2015). Effects of gestures on older adults' learning from video-based models. Applied Cognitive Psychology, 29(1), 115–128.

Perna, B. (2023). Applying film theory to eLearning. IDOL Courses. Retrieved from https://www.idolcourses.com/blog/filmtheory

You, J., & Yang, J. (2021). Engaging students with instructional videos: Perspectives from faculty and instructional designers. The Quarterly Review of Distance Education, 22(3), 1–10.