The authors propose a new predictability principle: motion and unexpected visual or audio change help maintain viewer attention in instructional video¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Visual change and surprises may help viewers maintain attention on video via bottom-up attentional processes, and the multimedia principles offer little guidance on this, motivating a proposed predictability principle. → Barbara A. Oakley and Terrence J. Sejnowski 2019

Evidence¶

Barbara A. Oakley and Terrence J. Sejnowski 2019¶

Barbara A. Oakley and Terrence J. Sejnowski. (2019). What we learned from creating one of the world's most popular MOOCs. npj Science of Learning 4:7. https://doi.org/10.1038/s41539-019-0046-0

q1 · i? · theoretical · r2

This is the authors' interpretive proposal, grounded in their LHTL production experience and cited attention research, not a tested result. In LHTL, rarely do more than 30 s pass before some type of motion or pictorial change unfolds.

"It is reasonable to posit that motion and other visual or audio change and surprises might help viewers maintain attention on a video via "bottom-up" attentional processes, allowing them to more easily resist mind wandering without applying conscious effort."

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• The Learning How to Learn MOOC's popularity appears attributable to its presentation and instructional methods rather than its subject matter alone — related
• Infant look-away follows a U-shaped pattern of information content, consistent with maintaining intermediate rates of information absorption (Goldilocks effect) — related
• Core knowledge violations may be 'moderately impossible,' aligning with the Goldilocks effect on attention allocation — related