Especially in a post-pandemic context, the use of technology and multimedia content for teaching and learning chemistry has become increasingly prevalent. While YouTube videos may contain accurate chemistry content, the way in which information is presented affects the potential for learning. Based on evidence-based research and cognitive theory, we used Mayer’s Multimedia Principles (MMP) to develop a codebook to evaluate instructional chemistry videos. YouTube videos from various content creators and within three topics (Chemical Bonding, Acids and Bases, and Intermolecular Forces) were selected, resulting in 113 videos for analysis. We found that across all videos in the sample, Mayer’s principle Coherence was violated most often, due to video production styles that often incorporated extraneous images and sounds. There were no statistically significant trends across the three chemistry topics, but there were significant differences among content creators in their use of distracting pop-ups and images. To further this research, we suggest that learning outcomes from educational YouTube videos should be examined, specifically through the lens of MMP, and the sensitivity of the coding system could be improved. For current and future chemistry teachers, it is important that multimedia tools are carefully selected, guided by MMP, so that educational videos cognitively support student learning.
Author(s): Rachel Creeden, Integrated Science Education Major
Advisor(s): Ellen Yezierski, Department of Chemistry and Biochemistry
KatieMarie Magnone, Department of Chemistry and Biochemistry
Jennifer Ebert, Department of Chemistry and Biochemistry
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