Multimedia Principles Rubric: A New Instrument to Filter Instructional Science Videos Based on the Cognitive Theory of Multimedia Learning

Yıl 2025, Cilt: 19 Sayı: 1, 1 - 29, 27.06.2025

Fatma Mohamed Taher , Semiral Öncü , Yavuz Samur

https://doi.org/10.17522/balikesirnef.1566204

Öz

Today’s learners simply resort to the Internet to research and meet their learning needs, especially videos. Most such resources are unsupervised and of poor quality. However, there is a lack of instruments in the literature to measure the instructional quality of such widely available videos. Moreover, cognitive aspects are frequently overlooked when judging such content. In this study, an instrument called multimedia principles rubric (MPR) was developed after consultation with experts and evaluated to fill this gap. MPR consists of 16 principles based on Mayer’s cognitive theory of multimedia learning (CTML) and has been fine-tuned through a literature review. Descriptive items of MPR are organized according to a 5-point Likert scale and produce an overall mean cognitive value score. MPR was tested by multiple raters on 90 sample physics videos that were selected through cluster sampling and found to have good interrater reliability. MPR can assist its users, especially teachers, in filtering videos in light of CTML rather than relying solely on statistical indicators such as video ratings or number of views. MPR is also beneficial for identifying gaps in educational content and recommending solutions for content producers to implement.

Anahtar Kelimeler

Design principles , instructional video , multimedia , rubric , physics

Etik Beyan

The authors have no competing interests to declare that are relevant to the content of this article.

Destekleyen Kurum

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Teşekkür

This study has been derived from the first author’s master thesis titled “Analyzing physics instructional videos on YouTube with respect to the cognitive theory of multimedia learning” submitted to the Department of Educational Technology in Bahçeşehir University.

Çoklu Ortam Prensipleri Rubriği: Çoklu Ortamla Bilişsel Öğrenme Kuramına Dayalı Fen Öğretimi Videolarını Filtrelemek İçin Yeni Bir Araç

Öz

Günümüz öğrencileri, araştırma yapmak ve öğrenme ihtiyaçlarını karşılamak için basitçe internete, özellikle de videolara, başvurmaktadır. Bu tür kaynakların çoğu denetimsiz ve niteliksiz olabilmektedir. Ancak, literatürde bu tür yaygın olarak bulunan videoların öğretim kalitesini ölçen araçların eksik olduğu göze çarpmaktadır. Dahası, bu tür içerikleri değerlendirirken bilişsel yönler sıklıkla göz ardı edilmektedir. Bu çalışmada, uzmanlarla gözden geçirildikten sonra çoklu ortam (multimedya) prensipleri rubriği (MPR) adı verilen bir araç geliştirilmiş ve bu boşluğu doldurmak için değerlendirilmiştir. MPR, Mayer’in Çoklu Ortamla Bilişsel Öğrenme Kuramı’na (CTML) dayanan 16 ilkeden oluşmaktadır ve literatür taraması yoluyla detaylandırılmıştır. MPR’nin tanımlayıcı maddeleri, 5 puanlık bir Likert ölçeğine göre düzenlenmiştir ve genel bir ortalama bilişsel değer puanı üretmektedir. MPR, küme örneklemesiyle seçilen 90 örnek fizik videosu üzerinde birden fazla değerlendirici tarafından test edilmiş ve iyi bir değerlendiriciler-arası güvenilirliğe sahip olduğu bulunmuştur. MPR, kullanıcılarına, özellikle öğretmenlere, yalnızca video derecelendirmeleri veya görüntüleme sayısı gibi istatistiksel göstergelere güvenmek yerine, videoları CTML ışığında filtrelemede yardımcı olabilir. MPR’nin ayrıca eğitim içeriğindeki boşlukları belirlemek ve içerik üreticilerinin uygulayabileceği çözümler önermek için de faydalı olabileceği düşünülmektedir.

Anahtar Kelimeler

Tasarım ilkeleri , öğretici video , multimedya , değerlendirme ölçütü , fizik

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