video: Veritasium - The Science of Thinking https://www.youtube.com/watch?v=UBVV8pch1dM

i’d say this is instructional. it explains the working of the brain with the clear goal of educating the viewer.

two modalities: audio and visual, but with focus on mostly audio. can be improved by including more visual.

the instructor is visible, which increases social presence, which has a positive motivation effect on the viewer/learner. the camera perspective is facing the viewer, which is also good.

instructor age could also contribute to a general perception of expertise, which is motivationally benificient, and leads to higher achievement.

animation: 3Blue1Brown - Why is pi here? And why is it squared? A geometric answer to the Basel problem https://www.youtube.com/watch?v=d-o3eB9sfls

i’d say this is instructive as well. it teaches the viewer general math and problem solving skills and has been made with this objective in mind.

two modalities: audio and visual. check.

illustrations are built up during explanation, this is good, as it reduces visual searching and cognitive overload at the start.

the video is well animated so

math with menno

1. Chunking is done well & playback can be controlled
2. There are practise excersises, so that is a form of generative processes
3. Not applicable; the video does not cover psychomotor tasks.

other tips:

1. instructor is visible and interacts with the whiteboard
2. there is no redundant information; there is mathematical notation on the whiteboard and he explains in his own words.
3. … I do not think he uses tracing in this video.
4. … I did not write the entire video so I don’t know.
5. he uses multiple modalities (mathmatical notation + spoken word)
6. All examples are worked out step-by-step. The can also be practise problems if you pause the video.
7. … there is no split attention effect, I think.
8. Not applicable; he is not explaining a psychomotor task.
9. You can pause the video, but this is left to the viewer. He does not prompt to pause.

generative processes illicit germane cognitive load

physiological arousal arises when presenting to an in-person audience (stress/pressure), and has effect on performance; stress leads to better performance, but too much stress leads to lower achievement.

this is also dependend on expertise/confidence:

when little expertise, increased pressure and thus stress leads to worse performance. when much expertise, increased pressure and thus stress leads to higher achievement.

so the conclusion is: a little bit of stress is good, too much is bad.

does generative learning only work is done on the spot? or is writing/preparing something up-front, but also purely from memory as effective?

social presence stems from experiments showing that explaing on video works better than writing -> hypothesis: the perception of an audience could have impact does social presence also apply to when you know something you write will be published? also this is two things: speaking vs writing & audience vs no audience (^ also proved later on: speaking works better than writing)

learning from text -> explaining spoken (that might have an effect, because you have to ‘transfer’ the explanation between modalities)