Impacts of Watching Videos
The primary reason people learn well via video is because the human brain processes videos 60,000 times faster than it does text, according to a Psychology Today article “Video vs. Text: The Brain Perspective.”
The concept of education and learning has recently changed from old aged instructor-centered approach to learner-centered education modes. The rapid advancement of information technology, telecommunications and media are changing the process of transferring information. These technologies have a big influence on the way people select what types of knowledge they are interested in and where to find it.
Video is no longer optional
Online videos have the advantages of accessibility, versatility, breadth of content and up-to-date materials which help teachers and students to form and contribute to course content and improve student engagement in classroom activities.
In higher education teaching and learning, people are increasingly using online videos. For faculty and students, YouTube has become one of the leading examples of video-sharing resources that can empower students in their education, engaging classroom discussion, and achieve learning goals effectively inside as well as outside of the classroom.
Over 70% of marketers claim that video produces more conversions than any other content. That is because video is more engaging, more memorable, drives more traffic, and holds almost every other advantage over text.
Academic Personal branding has become easier thanks to video. Because you’re no longer restricted to text and photos, you can better convey voice, tone and mannerisms.
The reasons for opting into video-based learning include:
videos engage viewers with a deep connection and strong emotional responses that make people want to share, comment, and like;
video is more persuasive compared to other content types;
video supports on-demand, bite-sized microlearning, teaching at the moment of need;
videos increase knowledge retention, since they can be stopped and replayed as many times as needed.
Video strategy for Research
Video and film have featured in the development of social research within sociology, anthropology, education and psychology. In the past the cost of film and video equipment and production placed it out of the hands of most researchers. Now, video is increasingly a significant resource for many contemporary social researchers.
Basic production techniques (quality of camera and sound work, effectiveness of questions if used)
Shooting: is it steady? Are the camera movements well-motivated, following the action?
Use of available light: can we see what we need to see? Is there excessive glare or darkness?
Are sound recordings audible and well-balanced?
Do the selected shots contribute to an overall ‘story’?
Are the cuts from one shot to the next satisfactory?
Is the ordering of scenes effective?
Is the pace and the mood appropriate to the subject?
Is there a sense of narrative development (beginning, middle, end)?
Videos should be clearly audible, in-focus, well-framed and well-lit. Any graphics or animations must be professional, appropriate and necessary to convey the message.
Suggested further reading
Video in Qualitative Research (2010) by Heath, Hindmarsh and Luff is the first methodological book to provide practical guidance on the use of video in social sciences, with a particular focus on situated interactional analysis social interaction in everyday life. It is based on the authors’ substantial experience of qualitative video-based studies of a wide range of organisational environments, as well as less formal public environments, all of which draw on ethnomethodology and conversation analysis.
Video Analysis: Methodology and Methods (2006) edited by Knoblauch, Schnettler and Raab and Video Interaction Analysis (2009) edited by Kissmann are two excellent edited volumes that bring together collections of papers from the field of qualitative interpretative video analysis to
provide an overview of the possibilities and challenges of video analysis. Both focus on micro analysis of video data within workplace settings by authors within linguistic anthropology, conversation analysis, sociology, ethnography and phenomenology.