(note): L: Lecture, C: Case study, D: Discussion H: hands-on practice

                PC: Presentation & Critique

• Weekly Participation (10%)


• Class engagement (20%)


• Group presentation (25%)


• Final report (35%)


• Peer review (10%)

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] Praveen, C. K., & Srinivasan, K. (2022). Psychological impact and influence of animation on viewer’s visual attention and cognition: A systematic literature review, open challenges, and future research directions. Computational and Mathematical Methods in Medicine, 2022, Article ID 8802542. https://doi.org/10.1155/2022/8802542

[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.