Milani Jayathilake 1

32581308

This paper reviews the publish literature of effectiveness of using videos in secondary school science
teaching. The review concentrated on research published between 1995 and 2015 and abstracted from the
database EdITLib, a digital library which contains the latest peer-reviewed research papers. Searching on
the queries effects of using videos in teaching science in secondary school level yielded 276 citations in
EdITLib. Yet, the articles related to a vast variety of digital tools such as multimedia, virtual environment,
3D environments and different type of soft wares. Only eighteen articles were specifically on the use of
videos in teaching science. Fourteen of the articles argue that the videos are effective in teaching science,
while other four argue that they are not. Out of these eighteen, fourteen were research papers, three of them
were literature reviews and one was both literature review and a research paper. According to the following
line graph cited in the EdITLib website, the publications released on the use of multimedia in education field
had increased over the years.
No of publications

So, it proves that the influence of multimedia in the field of education has increased over the time. Digital
Videos are measured as a dominant multimedia which syndicates channels of communication effectively.
In 1983, Howard Gardner came up with the theory of multiple intelligence, which states that, every
individual retain a unique blend of eight bits of intelligence namely musicalrhythmic, bodilykinaesthetic,
visualspatial, verballinguistic, logicalmathematical, intrapersonal, interpersonal, and naturalistic. Most of
the students show high strength in two or more of those types of intelligence. Further, it is accepted that the
learning of an individual would be highly productive when they are taught based on their type of intelligence
(Anderson & Bull, 2010). Therefore, the tools and strategies used in a classroom; need to be able to address
all those types of intelligence, in order to be productive as a whole. A study conducted on intelligence type
of 508 middle school science students in a suburban middle school, located in the state of New York
produce the following statistics (Yerrick & Johnson, 2009).

Milani Jayathilake 2
32581308

According to above data, higher percentages of the students have visual- special, bodily-kinaesthetic,
intrapersonal and musical-rhythmic intelligence. Therefore, the tool which can address these four types of
intelligence would be beneficial to be productive as a whole.
On the other hand, constructivism is a dominant theory of learning in the field of education today. This
theory argues that learning, as something more than receiving and transmitting of knowledge by teachers
and text (Ben & Ari, 2001). Hence, the teaching techniques need to be able to address the inevitable process
of knowledge construction. Multimedia is the concept of using multiple channels of communication to
present information (Bull, 2009). That is combining of text, pictures and sound to present information.
Therefore, it is obvious that the learning can be exceedingly fruitful when constructivism, multiple
intelligence, and Multimedia are integrated effectively in teaching.
According to Bin Abdul et.al (2013) Videos are considered as a strong multimedia tool, which can be used
to integrate multiple intelligence and constructivism. It seems to be increasing evidence for using videos in
education to increase motivation, retain skill-based procedures and enhance decision-making skills.
Moreover, video and video-based training could help in develop the ability among students to recognize
their own strengths and weakness in a skill-based task and control their own pace of learning.
Science is composed of some phenomena, which are unobservable or untouchable due to features such as
distance, location, quality, speed and size. As Videos are allowed to observe aforesaid situations, they are a
frequently used to explain processes and function, visualize technical equipment, illustrate examples and to
support science instruction (Mayne & Pringle, 2006). It is also used when concepts are very abstract in
nature and difficult to depict in two-dimensional illustrations in order to avoid alternative conception
(misconception). Further, Videos are also used as a mean of lecturing (A screen display with narrative).
Brecht (2008) claims that this method facilitates the covering of complex and challenging subject matters
2

Milani Jayathilake 3
32581308

within a short period in an interesting manner. He further insists that it need to be an additional to classroom
lecture such as a mean to review concepts before the exam and the pattern must be related to each student
learning style and preference. According to Braund, (2006), since video based learning able to evoke more
motivation on learning, it is effectively used for less academically motivated students as well as for the
students who are weak in critical thinking and less efficient.
Most of the selected articles insist on making the student create digital videos. Currently, most of the
educators use students digital videos as an assessment tool of their understanding of scientific concepts.
According to Anderson & bull, (2010) Successful learning occurs with the student engagement in creating
their own products. Video production has become strong and participative pedagogical tool which enables
meaningful learning, demand higher engagement, improve self-directedness, improve self-learning skills
and motivate students regardless of age, gender or ability (Palmgren & Kumpulainen, 2011). Furthermore,
creating videos facilitates self- evaluation, which is the key component of self-regulated learning. Hereby,
Students are forced to apply learned principle in a novel situation while focusing on filling the gaps in their
learning. This directs them for deep learning (Bin Abdul et al., 2013). According to Kearney (2005),
creating videos would be more effective if it is assigned as a group work. Then, students may improve their
teamwork skills through collaborative practices. Also, the roles of the students in a team need to be allocated
according to their type of intelligence.
However, some articles argue that videos are unable to create an overall measurable influence in student
learning. According to Hasebrook & Gremm, (1999), although, the video seems to save time and reduce
simple misunderstandings, it does not act as an effective tool to improve students problem-solving skills.
Further, Anderson, (2012) claims that offering textual information related with a graphic in both textual and
auditory format diminishes the learning ability to pick important information from the graphic. Also, text
presented in both auditory and visual formats can be overloading the cognitive capacities of the brain. All
these articles insist that video materials are effective only if the individual skills and abilities match the
expectation of the learning task and the functionality of the media. Also, videos have a potential to mediate
in enhance learning, if it is used to visualize technical and abstract system. Panjwani et al., (2009) claims
that videos must be used only as a supplement, but not to replace basic teaching tools like textbook,
blackboard, and teachers voice.
Finally, it is clear that competency is something more than knowledge and skills.it includes the ability to
meet complex demands such as applying learned concepts in a novel situation. There for learning need to.be
meaningful and effective. Effective learning can be gain through a combination of constructivism, multiple
intelligence, and Multimedia. Most of the educationists appreciate and utilize videos as a strong tool which
3

Milani Jayathilake 4
32581308

combines the aforesaid factors effectively. They claim that, making the students create their own videos as a
group is the most effective and efficient mean of using this tool in science education. Because it allow
students to take ownership of their learning and it improve almost all the skills of students. Nevertheless,
they insist that it must be used as a supplement to basic teaching tools but not as a substitute. However, the
issue of using videos to play a supplementary role to maximize the pedagogical effectiveness is still subject
of debate and research.

References
Anderson, D. & Bull, P. (2010). Constructivist Teaching Approach: Integrating a Multimedia Tool to
Enhance Student Learning In a First Grade Classroom. In D. Gibson & B. Dodge (Eds.), Proceedings of
Society for Information Technology & Teacher Education International Conference 2010 (pp. 3055-3059).
Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Anderson, S. & Slough, S. (2012). Digital Delight or Digital Doldrum: A Study of Graphical Representation
in Digital Science Textbooks. In P. Resta (Ed.), Proceedings of Society for Information Technology &
Teacher Education International Conference 2012(pp. 4492-4497). Chesapeake, VA: Association for the
Advancement of Computing in Education (AACE).
Ben-Ari, Moedechai (2001). Constructivism In Computer Science Education. Journal of Computers in
Mathematics and Science Teaching. 20 (1). pp. 45-73. Norfolk, VA:AACE. Retrieved April14,
2008.www.editlib.org
4

Milani Jayathilake 5
32581308

Bin Abdul Jabbar, K., Ong, A., Choy, J. & Lim, L. (2013). Effects of experiential-based videos in multidisciplinary learning.Australasian Journal of Educational Technology, 29(4),. Australasian Society for
Computers in Learning in Tertiary Education.
Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of outofschool learning. International Journal of Science Education, 28(12), 13731388.
Brecht, H. & Ogilby, S. (2008). Enabling a Comprehensive Teaching Strategy: Video Lectures. Journal of
Information Technology Education: Innovations in Practice, 7(1), 71-86. Informing Science Institute.
Bull, P., (2009). Cognitive Constructivist Theory of Multimedia Design: A Theoretical Analysis of
Instructional

Design

for

Multimedia

Learning.

Retrieved

September

9,

2009,

from

http://www.editlib.org/?fuseaction=Reader.PrintAbstract&paper_id=31581
Dahlqvist, P. (2000). Animations in Physics Learning. In Proceedings of International Conference on
Mathematics / Science Education and Technology 2000 (pp. 133-138). Association for the Advancement of
Computing in Education (AACE)
David, V. & David, S. (2004). Pedagogical Uses of Videos and Video Streaming. In L. Cantoni & C.
McLoughlin (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology
2004 (pp. 3853-3855). Association for the Advancement of Computing in Education (AACE).
Ezquerra, n., Manso, J., Burgos, M. & Hallabrin, C. (2014). Creation of audiovisual presentations as a tool
to develop key competences in secondary-school students: A case study in science class. International
Journal of Education and Development using ICT, 10(4),. Open Campus, The University of the West Indies,
West Indies.
Geelan, D. (2003). Video Analysis of Physics Teachers' Explanatory Frameworks. In D. Lassner & C.
McNaught (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology
2003 (pp. 2096-2099). Association for the Advancement of Computing in Education (AACE).
Guzey, S.S. & Roehrig, G.H. (2012). Integrating Educational Technology into the Secondary Science
Teaching. Contemporary Issues in Technology and Teacher Education, 12(2), 162-183. Association for the
Advancement of Computing in Education (AACE).
Hasebrook, J.P. & Gremm, M. (1999). Multimedia for Vocational Guidance: Effects of Individualized
Testing, Videos, and Photography on Acceptance and Recall. Journal of Educational Multimedia and

Milani Jayathilake 6
32581308

Hypermedia, 8(4), 377-400. Charlottesville, VA: Association for the Advancement of Computing in
Education (AACE).
Kearney, M. & Schuck, S. (2005). Students in the Director's Seat: Teaching and Learning with Studentgenerated Video. In P. Kommers & G. Richards (Eds.), Proceedings of EdMedia: World Conference on
Educational Media and Technology 2005 (pp. 2864-2871). Association for the Advancement of Computing
in Education (AACE).
Martinelli, J. & Zinicola, D. (2009). Teaching Science through Digital Storytelling. In I. Gibson, R. Weber,
K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher
Education International Conference 2009 (pp. 3802-3808). Chesapeake, VA: Association for the
Advancement of Computing in Education (AACE).
Mayne, D. & Pringle, R. (2006). Personal Digital in Assistants Science Teacher Preparation: Exploring the
Use of PDAs. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings
of Society for Information Technology & Teacher Education International Conference 2006 (pp. 29682974). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE)
Palmgren-Neuvonen, L. & Kumpulainen, K. (2011). Acquiring learning skills by making movies DV
production in mother tongue education. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for
Information Technology & Teacher Education International Conference 2011 (pp. 1182-1189). Chesapeake,
VA: Association for the Advancement of Computing in Education (AACE).
Panjwani, S., Micallef, L., Fenech, K. & Toyama, K. (2009). Effects of integrating digital visual materials
with textbook scans in the classroom. International Journal of Education and Development using ICT, 5(3),
55-71. Open Campus, The University of the West Indies, West Indies
Petrosino, A. & Cunningham, A. (2003). Situating Authentic Tasks with Digital Video: Scaffolding the
Development of Critical Thinking and Reflection in Preservice Teacher Preparation. In C. Crawford, N.
Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher
Education International Conference 2003 (pp. 1524-1530). Chesapeake, VA: Association for the
Advancement of Computing in Education (AACE).
Ray, P., Fleck, M., Locklin, R., Wiesner, A. & Howell, P. (2005). The Use of Multimedia in Teaching the
Taxonomy of Materials: An Introduction to the River of Paradise. In P. Kommers & G. Richards
(Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2005 (pp. 310315). Association for the Advancement of Computing in Education (AACE).
6

Milani Jayathilake 7
32581308

Yerrick, R. & Johnson, J. (2009). The Impact of Digital Tools on Middle School Science
Literacy. Contemporary Issues in Technology and Teacher Education, 9(3), 280-315. Association for the
Advancement of Computing in Education (AACE)