Explanatory video

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Explanatory videos are films that explain how to do something or how something works, or in which abstract concepts and relationships are explained. These can be produced by companies and organizations in order to convey their products and services to their customers or other target groups as easily and as easily as possible (customer education). Characteristic elements are storytelling and multi-sensor technology. The mostly one to three minute videos do not exhaust topics, but show the relevant points efficiently. In contrast, explanatory videos produced by amateurs themselves vary greatly in terms of topics and their media and didactic design. This ranges from simple tutorials in which an activity in the sense of a complete action is demonstrated and, if necessary, explained, through to didactically and media-richly designed explanatory videos.

Design elements

Text, images, music and speakers are used in explanatory videos. In addition to these explicit design elements, explanatory videos often use other conceptual design elements such as content drawn live in the video, real images or video sequences or 3D elements.

context

The context is usually chosen in such a way that it helps the viewer to classify the topic in their everyday reality and thus make it more tangible. As a rule, the explanation does not stand on its own and the topic is analyzed from the perspective of the target group.

language

Simpleshow example: spreading the tango (Japanese text, 2015)

Explanatory videos usually work with relatively clear, simple language. It is formulated in concrete terms, foreign words are avoided or also explained, the syntax is also simple (e.g. by avoiding nesting sentences). Neuroscientific has shown that concrete terms and simply structured sentences can be processed by the brain much faster than abstract terms or complex sentences. This is why explanatory videos mostly use spoken language formulations.

Storytelling

With the help of storytelling , the message is anchored emotionally. A story addresses the target group cognitively and affectively. In addition, a concrete story helps to classify the topic in your own real life. From a scientific point of view, it can be proven that stories are able to secure existing knowledge, to network it and to keep it available for future situations. When used in change management in internal corporate communication, storytelling offers the opportunity to anticipate the end of a change process through a narrated solution. The resulting vision of the future can increase the motivation of the employees through the common objective.

Simple symbolism

Many explanatory video formats use simple symbols. Key terms or important connections are visualized using striking illustrations. The level of detail of the visualizations differs depending on the format. In the case of the layout trick format, the focus of the visualization is on a few key terms or connections per scene, whereas in the case of animated explanatory videos, entire scenarios are visualized.

construction

Explanatory videos are usually structured according to an ideal-typical scheme, which follows a certain dramaturgical sequence. This process can be divided into five phases:

  1. The problem description: The target group is confronted with a typical problem situation. The associated concerns and complications are described and the need for a suitable solution for this situation is shown. In this context, it is often explained why existing solutions do not work.
  2. The solution: After describing the problem, the solution presented by the company in question is described. As a rule, the focus here is on the core statements of the advertised product or the service presented . Mostly the attempt is made to explain the solution to the problem shown above in a single sentence.
  3. How it works: After the core of the solution has been briefly and concisely brought to the point, the exact function of the product or service is described and relevant details discussed precisely. In order to increase the comprehensibility, characters are often used that interact with the solution and thus present the product or service clearly.
  4. The summary: This is where the bridge to the initial problem description is built. The solution presented in the explanatory video is presented as ideal for the problem shown at the beginning. The protagonist of the video is satisfied at this point with the new situation.
  5. Call to action: At the end of the explanatory video, the viewer is bid farewell with a specific call to action, the so-called call to action. This can, for example, ask you to visit a website , order a product or subscribe to a newsletter .

Scientific principles and mechanisms of action

Knowledge acquisition: multimedia learning

The multisensory system addresses several senses. Multi-sensory amplification means that the human brain processes a message that reaches us simultaneously via several senses faster and many times more intensively than an isolated signal. The cognitive theory of multimedia learning by Richard E. Mayer (2001) shows which principles are behind multimedia learning and how multimedia content has to be designed so that it has a learning effect.

Criteria system for the design of explanatory videos according to Kulgemeyer

On the basis of a meta-analysis of empirical studies on the effect of instructional explanations (i.e. face-to-face explanations), Christoph Kulgemeyer has developed and researched a system of criteria that influences the comprehensibility of explanatory videos, especially when it comes to scientific content. In a study with high school students on videos of physical topics, it was found that videos that take these criteria into account are actually better understood. Another study also shows that videos on physical topics on YouTube can be significantly improved using these criteria. In particular, in this study there is no connection between the explanatory quality of a video measured according to this system and measurements on YouTube such as likes, dislikes, viewing time or views. However, content-related discussions in the comments on the video are increasingly present in videos that are good according to the system.

According to the system, the explanatory quality of a video can be determined by 10 factors:

  1. Structure - rule example or example rule: If the aim of the video is to understand a rule (e.g. a physical law), then it is advisable to first introduce the principle and then use examples to illustrate it. If routines are to be learned (e.g. a calculation method), the reverse procedure is recommended - first the procedure is demonstrated and then a rule explains why the procedure is successful.
  2. Structure - Summary: The video should provide a brief summary of the content.
  3. Adaptation to level of knowledge, misconceptions and interests: The video should be adapted to a well-described target group. In doing so, the expected level of knowledge and any misconceptions about the explained concept are taken into account. In particular, the selection of examples is geared towards the interests of the target group.
  4. In order to be adapted to the target group, five tools for adaptation are promising:
    1. Examples
    2. Analogies and models (bridges between previous knowledge and explained content)
    3. Forms of representation and demonstrations (including experiments)
    4. Language level (e.g. technical language or everyday language)
    5. Mathematization level (e.g. mathematical-formal or verbal-circumscribing. In particular, the use of formulas must be adapted to the target group.)
  5. Minimal explanation - avoid excursions, focus on principle: a principle should be explained in an explanatory video, without excursions on other topics or bike information. Too many examples, analogies, models or forms of representation should also be avoided. This is intended to keep the cognitive load low.
  6. Minimal explanation - high cohesion: In order to achieve a coherent representation, sentences are connected with connectors (especially "because"). Pronouns and synonyms are avoided to reduce the need for inferences.
  7. Make relevance clear: The video gives a statement about why the explained content is important for the target group.
  8. Direct address: The target group is addressed directly, e.g. B. by the second person plural instead of passive constructions.
  9. Embedding - Subsequent learning task: In order to gain an understanding of the explained concept, the pure representation in the video is not sufficient. It should be followed by a learning task in which the explained knowledge must be used independently (e.g. transferring it to another example).
  10. Embedding - New, Complex Principle: The video explains a principle or general rule explicitly. Explanatory videos can only be effective in learning if little prior knowledge is to be expected about this principle and it is too complex for the target group to develop independently (e.g. due to frequent misconceptions about the principle).

Attitude change: Elaboration Likelihood Model

The Elaboration Likelihood Model describes the effects of persuasive communication with regard to the recipient's attitude to the topic under discussion. A key obstacle to this is "counter -arguing ", the type of cognitions that are inconsistent with persuasive reasoning. In a study from 2002 it was found that this automatic “counter-arguing” is reduced the more the recipient is engrossed in a story. The authors conclude that edutainment content (see next section), by blocking counter-argumentation, offers a special opportunity to influence people who are otherwise resistant to attempts to persuade them. Professor Dr. Peter Vorderer , Professor of Media and Communication Studies at the Institute for Media and Communication Research at the University of Mannheim, demonstrated in a 2013 study that an explanatory video “has a significant influence on attitudes. [...] These are remarkable results for the comparatively short film duration of only about three minutes. "

Edutainment

Social cognitive learning theory

The social cognitive learning theory of Albert Bandura says that models serve as a mediator of knowledge, values, cognitive skills and new behaviors. As part of his research on social learning, Bandura found that people learn not only from real, but also from fictional, symbolic models. Bandura has examined edutainment projects in terms of his theory: According to them, they offer the chance to prepare people for the obstacles they will encounter in a change process by creating prototypical problem situations, but also solving them. Seeing how the models master these problematic situations and change their lives for the better not only teaches the recipient strategies to do it themselves, but also strengthens the perception of self-efficacy, i.e. the conviction that they can successfully achieve the desired result themselves.

development

Obtaining information via the medium of moving images is becoming more and more popular. The weekly use of moving images in Germany increased significantly in 2013 compared to the previous year. 43 percent of online users (around 23 million) regularly use videos on the Internet - this corresponds to an increase of 6 percentage points. The use of explanatory videos and the number of providers in Germany, which almost doubled between 2012 and 2014, are increasing accordingly. In 2015, 90% of DAX companies, 68% of MDAX and 54% of SDAX companies were already using explanatory videos in their corporate communications.

Differentiation from how-to videos

An explanatory video addresses the needs and requirements of the target group. The central element is emotional storytelling . This means that the viewer is directly involved because he or she identifies with the protagonist of the video. How-to videos, on the other hand, usually demonstrate how a service, product or shop is used. An emotional bond should not be established here.

Areas of application

Explanatory videos are most often used in traditional market communication . The trend towards moving images has increased more and more in recent years. Visitors stay longer on pages on which videos present the product, service or company. Explanatory videos are used more and more to optimize conversions. An explanatory video can also effectively address the target group as a marketing film, product film or image film . Explanatory videos are also increasingly used in internal corporate communication, both for topics that are becoming increasingly important such as compliance , corporate governance or change management and for classic work instructions to which every employer is obliged (e.g. occupational safety, data protection or fire protection). Explanatory videos are also used more and more in e-learning in order to offer employees knowledge in portions.

Individual evidence

  1. ↑ Wolf, Karsten D. (2015a). Educational potential of explanatory videos and tutorials on YouTube. merz 1 (59), pp. 30-36
  2. ↑ Lee LeFever, L. (2012). The Art of Explanation: Making your Ideas, Products, and Services Easier to Understand, New York: Wiley, pp. 12-14.
  3. ↑ Wolf, Karsten D. (2015b). Do teenagers and young adults produce their own educational television? TeleVIZion 1 (28), pp. 35-39
  4. ↑ Häusel, HG (2012). Neuromarketing: Findings from brain research for brand management, advertising and sales. Freiburg: Haufe-Lexware, p. 54
  5. ↑ Reiter, M .: Just say it. In: Brain and Mind, Issue 1–2 / 2014, pp. 62–67
  6. ^ Mast, C .: Corporate Communication. 5th edition, Konstanz and Munich 2013, p. 55
  7. ^ Mast, C .: Corporate Communication. 5th edition, Konstanz and Munich 2013, p. 57
  8. ^ Institute for Multisensory Marketing, accessed on February 17, 2014, Multisensory Marketing
  9. ↑ Christoph Kulgemeyer: Towards a framework for effective instructional Explanations in science teaching . In: Studies in Science Education . tape 54 , no. 2 , July 3, 2018, ISSN  0305-7267 , p. 109-139 , doi : 10.1080 / 03057267.2018.1598054 ( tandfonline.com [accessed August 30, 2019]).
  10. ↑ Explanatory videos. In: Christoph Kulgemeyer. Accessed August 30, 2019 (German).
  11. ↑ Christoph Kulgemeyer: A Framework of Effective Science Explanation Videos Informed by Criteria for Instructional Explanations . In: Research in Science Education . November 15, 2018, ISSN  0157-244X , doi : 10.1007 / s11165-018-9787-7 ( springer.com [accessed August 30, 2019]).
  12. ↑ Christoph Kulgemeyer, Cord H Peters: Exploring the explaining quality of physics online explanatory videos . In: European Journal of Physics . tape 37 , no. 6 , November 1, 2016, ISSN  0143-0807 , p. 065705 , doi : 10.1088 / 0143-0807 / 37/6/065705 ( iop.org [accessed August 30, 2019]).
  13. ↑ Slater, MD, Rouner, D .: Entertainment education and elaboration likelihood: Understanding the processing of narrative persuasion. In: Communication Theory, 12th issue 2/2002, pp. 173–191
  14. ↑ Slater, MD, Rouner, D .: Entertainment education and elaboration likelihood: Understanding the processing of narrative persuasion. In: Communication Theory, 12th issue 2/2002, p. 175
  15. ↑ Explanatory video study 2013 , accessed on May 28, 2014
  16. ^ Bandura, A: Social Cognitive Theory for Personal and Social Change by Enabling Media. In: Singhal, A., Cody, M., Rogers, EM, Sabido, M .: Entertainment- Education and social change. History, research and practice. Mahwah New Jersey London. 2004, p. 78
  17. ^ Bandura, A: Social Cognitive Theory for Personal and Social Change by Enabling Media. In: Singhal, A., Cody, M., Rogers, EM, Sabido, M .: Entertainment- Education and social change. History, research and practice. Mahwah New Jersey London. 2004, p. 83
  18. ↑ ARD-ZDF online study, accessed on September 7, 2013 (PDF, German), ard-zdf online study 2013 ( Memento from February 28, 2014 in the Internet Archive )
  19. ↑ Consumer portal explanatory video ( memento from March 9, 2014 in the Internet Archive ), accessed on March 10, 2014
  20. ↑ Videoboost explanatory video study 2015. Accessed on February 9, 2015 .
  21. ↑ Lambert, J. (2012). Digital Storytelling: Capturing Lives, Creating Community. London: Routledge, p. 78