Trope or trap? Roleplaying narratives and length in instructional video

Amanda Sara Clossen

Research output: Contribution to journalReview article

Abstract

A concern that librarians face when creating video is whether users will actually watch the video they are directed to. This is a significant issue when it comes to how-to and other point-of-need videos. How should a video be designed to ensure maximum student interest and engagement? Many of the basic skills demonstrated in how-to videos are crucial for success in research but are not always directly connected to a class. Whether a video is selected for inclusion by an instructor or viewed after it is noticed by a student depends on how viewable the video is perceived to be. This article will discuss the results of a survey of more than thirteen hundred respondents. This survey was designed to establish the broad preferences of the viewers of instructional how-to videos, specifically focusing on the question of whether the length and presence of a role-playing narrative enhances or detracts from the viewer experience, depending on demographic.

Original languageEnglish (US)
Pages (from-to)27-38
Number of pages12
JournalInformation Technology and Libraries
Volume37
Issue number1
DOIs
StatePublished - Mar 1 2018

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video
Students
narrative
librarian
instructor
student
inclusion
experience

All Science Journal Classification (ASJC) codes

  • Information Systems
  • Library and Information Sciences

Cite this

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Trope or trap? Roleplaying narratives and length in instructional video. / Clossen, Amanda Sara.

In: Information Technology and Libraries, Vol. 37, No. 1, 01.03.2018, p. 27-38.

Research output: Contribution to journalReview article

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