Day1 Session 4 part 2: Quiz Design Principles

The amount of information that working memory can hold at one time is

• Cognitive load

• Information overload

The use of text or symbols or animation to bring focus of the viewer on the important information.

• Animation

• Signaling

Breaking down of information into small chunks, allowing learners to process information in a manageable manner.

• Segmentation

• Signaling

The elimination of interesting but extraneous information such as colour, image, music, background that do not contribute to the learning outcome of the video lesson.

• Removing

• Weeding

An appropriate use of two or more channels such as audio and visual which reinforce one another in enhancing the learning experience.

• Matching modality

• Reinforcement

A technique to gain the attention of the audience at the beginning of the video.

• Hook

• Trailer

Research has shown it is best to keep video short to maximize student attention. Students tend to watch the whole video when the video is around

• 20 min

• 6 min

Narration encourages students to connect with the narrator which leads to greater engagement and effort. As in conversation, the narrator should convey his/her enthusiasm and emotions through voice and tone.

• Formal Style

• Conversational Style

Specific questions that are inserted within the video or asked between short videos to bring focus of the viewers to the lesson. Actively engage students while watching the video (Szpunar et al., 2013). These questions are usually inserted when the video exceeds more than 6 minutes.

• Interpolating questions

• Critical Questions

Questions are administered before watching the video or included at the beginning of the video to help students focus their attention on important concepts.

• Followup questions

• Guiding questions