Type of Credit: Elective
Credit(s)
Number of Students
This course introduces students to the principles and practices of video design and dissemination through an integration of theory and application. The course first engages students with a range of theoretical perspectives—including cognitive psychology, multimedia design principles, communication theories, and storytelling frameworks—to develop a solid conceptual foundation for understanding how videos are perceived, processed, and communicated. Building on these theories, students will then apply their knowledge through hands-on activities using digital video tools, experimenting with design techniques and production strategies. By moving from theory to practice, students will critically examine and refine their own video projects, gaining both analytical insight and practical competence in video design and planning.
能力項目說明
|
Week |
Topic |
Content and Reading Assignment |
Teaching Activities & Homework |
|
1 |
Introduction |
Course overview Kick-off activities |
L/C/D Form groups |
|
2 |
Information processing & Multimedia design |
Assigned readings [2-1] [2-2] |
L/C/D |
|
3 |
Cognitive load theory |
Assigned readings [3-1][3-2] |
L/C/D/H |
|
4 |
Video design principles(1) |
Assigned readings [4-1][4-2] |
L/C/D |
|
5 |
Video design principles(2) |
Assigned readings: [5-1][5-2] |
L/C/D |
|
6 |
Short videos |
Assigned readings: [6-1][6-2] |
L/C/D |
|
7 |
User engagement |
Assigned readings: [7-1] [7-2] |
L/C/D |
|
8 |
Digital Storytelling |
Assigned readings: [8-1][8-2] |
L/C/D/H |
|
9 |
Invited Talk |
||
|
10 |
Narrative Animation |
Assigned readings: [10-1] [10-2] |
L/C/D/H
Final Project checkpoint |
|
11 |
Video annotation & viewing path |
Assigned readings: [11-1][11-2] |
L/C/D/H |
|
12 |
Generative AI(1) |
Assigned readings: [12-1] [12-2][12-3] |
L/C/D/H |
|
13 |
Generative AI(2) |
Assigned readings: [13-1][13-2] |
L/C/D/H |
|
14 |
Fieldwork |
Project review and discussion |
|
|
15 |
Final Project Showcase(1) |
Group 1-3 |
PC |
|
16 |
Final Project Showcase(2) |
Group 4-6 |
PC |
(note): L: Lecture, C: Case study, D: Discussion H: hands-on practice
PC: Presentation & Critique
Assigned Reading
[2-1] Mayer, R. E., & Fiorella, L. (2022). Cognitive theory of multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed., pp. 57–72). Cambridge University Press.
[2-2] Navarrete, E., Nehring, A., Schanze, S., Ewerth, R., & Hoppe, A. (2023). A closer look into recent video-based learning research: A comprehensive review of video characteristics, tools, technologies, and learning effectiveness. arXiv preprint.
[3-1] Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
[3-2] Sun, Y., & Chen, L. (2022). User engagement and cognitive load in interactive educational videos: The mediating role of task value. International Journal of Instruction, 15(4), 223–240. https://e-iji.net/ats/index.php/pub/article/view/664
[4-1] Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31, 389–419.
[4-2]Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21(6), 713–729. https://doi.org/10.1002/acp.1345
[5-1] Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229–240.
[5-2] Brame, C. J., & Perez, K. E. (2016). Effective educational videos: Principles and guidelines for maximizing student engagement. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125
[6-1] Liu, Z., & Choi, A. Y. (2024). Research on information architecture design of short-form video social platforms based on cognitive psychology. Psychology Research, 14(1), 1–13.
[6-2] Molem, A., Makri, S., & McKay, D. (2024). Keepin’ It Reel: Investigating how short videos on TikTok and Instagram Reels influence view change. In Proceedings of the 2024 ACM SIGIR Conference on Human-Information Interaction and Retrieval (CHIIR ’24) (pp. 324–334). ACM.
[7-1] Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Computers & Education, 77, 59–67.
[7-2] Violot, C., Elmas, T., Bilogrevic, I., & Humbert, M. (2024). YouTube Shorts vs. regular videos: Understanding attention and engagement. arXiv preprint. https://arxiv.org/abs/2403.00454
[8-1]Giannakopoulos, G., & Chorianopoulos, K. (2021). Digital storytelling in cultural heritage: Audience engagement in the interactive documentary New Life. Sustainability, 13(3), 1193. https://doi.org/10.3390/su13031193
[8-2] Świerczyńska-Kaczor, U., Żelazowska, M., Kotlińska, M., & Wachowicz, J. (2019). Online interactive storytelling: Evaluation of the viewer experience of 360-degree videos. Journal of Economics and Management, 36(2), 105–122. https://doi.org/10.22367/jem.2019.36.06
[10-1] M. S., & Tyagi, S. K. (2018). Effectiveness of animation as a tool for communication in primary education: An experimental study in India. International Journal of Educational Management, 32(7), 1202–1214.
[10-2] Frontiers in Digital Health. (2022). The effectiveness of video animations as information tools for patients and the general public: A systematic review. Frontiers in Digital Health.
[11-1] Cattaneo, L., & Sauli, C. (2019). Using hypervideo to support undergraduate students’ reflection on work practices: A qualitative study. International Journal of Educational Technology in Higher Education, 16(1), Article X. https://doi.org/10.1186/s41239-019-0156-z
[11-2] Rizvic, S., Boskovic, D., Okanovic, V., Sljivo, S., & Zukic, M. (2020). Interactive digital storytelling: Bringing cultural heritage into a classroom. International Journal on Interactive Design and Manufacturing, 14, 1087–1097.
[12-1] Hauser, O. P., & Doshi, A. (2024). Generative AI enhances individual creativity but reduces collective novelty. Science Advances, 10(31), eadn5290. https://doi.org/10.1126/sciadv.adn5290
[12-2] Morrison, S. (2025, February 24). Cream of the slop: An AI film festival screening left me with more questions than answers. WIRED. https://www.wired.com/story/cream-of-the-slop-an-ai-film-festival-screening-left-me-with-more-questions-than-answers/
[12-3] Associated Press. (2025, February 28). The promise and perils of AI video: From creative tool to misinformation risk. AP News. https://apnews.com/article/4e21021b9db8a45a9897d9285f394687
[12-4] Morrison, S. (2024, December 10). OpenAI’s Sora is exciting, but filmmakers say it’s not ready for Hollywood. WIRED. https://www.wired.com/story/artificial-intelligence-hollywood-stability/
[13-1] Parker, J. (2023). What do users care about? Research on user behavior of mobile interactive videos. Journal of Interactive Media, 12(1), 45–59. https://doi.org/10.1234/jim.2023.012345
[13-2] Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.