Applying the cognitive theory of multimedia learning: Using the ADDIE model to enhance instructional video

Abstract

Video formats continue to increase as a popular form of delivering information. Instructional video provides a level of versatility in both delivery and design that make it an appealing and engaging teaching tool. According to the cognitive theory of multimedia learning, people retain more knowledge from words and pictures than words alone. Applying a basic instructional design model, such as the ADDIE model, to the video production process can increase the effectiveness of recorded content. The ADDIE model guides an instructor through a well-thought-out development plan that includes learning objectives and creation of content. For some, producing instructional video may seem like a daunting or cumbersome endeavour. However, with some structure and guidance, instructional video proves to be an effective teaching method. From a media ecology perspective, if more learning is to happen outside of the classroom, educators must learn to leverage these new mediated environments to increase student retention of course material. This article serves as an instructional guide for faculty who wish to begin recording or strengthening their current instructional videos.