Mastery Research Paper: Storytelling in Instructional Video

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  Running Head: STORYTELLING IN INSTRUCTIONAL VIDEO 1 Storytelling in Instructional Video Jacob Baze Full Sail University  STORYTELLING IN INSTRUCTIONAL VIDEO 2 Abstract This research paper illustrated the importance of storytelling in instructional videos. An instructional video was selected to serve as a primary example of an instructional video using storytelling. The paper also explained how learning theories play an important role in designing and writing narration for storytelling instructional videos. Visual and sound design are also mentioned as vital parts of instructional videos. Finally, the paper explained how these aspects of storytelling will be utilized in an instructional video project.  STORYTELLING IN INSTRUCTIONAL VIDEO 3 Storytelling in Instructional Video Storytelling in Instructional Video: Storytelling aids in helping learning outcomes in instructional video because storytelling is a  part of the human condition. According to Peters (2014), the love of stories is a part of human history and has shaped humanity for thousands of years. When using storytelling as an aid to instructional video, a design must keep the end goal in mind when creating a story. Just as stories can benefit from narration, designers should keep in mind what the end goal is (Rees, 2010). Using storytelling is relatable to the viewer because it is something most learners are used to experiencing. From a young age, learners hear stories for entertainment or to learn a lesson. Since learners are already exposed to stories, they are conditioned to know when there is a  beginning, middle, and end. According to Stillman (2019), people love to hear stories and think of the traditional structure. The use of storytelling is used in the selected instructional video. The selected instructional video “How to Fall Asleep in 2 minutes” by ASAPScience (2019) uses the storytelling to convey the message of how to fall asleep quickly. It starts with a scenario that the average viewer can relate to. It shows an animated person that is wide awake and cannot fall asleep. The video then lists out the steps needed to fall asleep. The steps follow the scenario of the person who needs to fall asleep and eventually reaches his slumber. This video is successful because it uses a story to help the viewer remember, instead of just using bullet points. According to Rees (2010), it is easier for a learner to retain information from a story instead of  just memorizing bullet points. The video is successful in conveying the message because it utilizes learning theories. Learning Theories:  STORYTELLING IN INSTRUCTIONAL VIDEO 4 Constructivism has a major impact on storytelling because a learner must rely on his or her  background knowledge to make connections with the story being presented. According to Peters (2014), constructivist instruction connects new concepts by relating them to everyday experiences. Using constructivism in storytelling allows the viewer to feel connected to the story that is being told. According to Peters (2014), learning is best used when it makes a connection to the daily life of the learner. Letting the learner feel connected to the source also helps build credibility for the designer. Improving credibility will improve the amount of motivation the learner wants to invest in learning a new concept. According to Peters (2014), no one wants to invest their time and effort into learning a new concept unless he can trust the source. Using constructivism helps improve the engagement of the learner because it increases motivation to learn new ideas. Two types of motivation for learners are intrinsic and extrinsic motivation. According to Peters (2014), intrinsic and extrinsic motivation should never compete with one another. It is important to find a balance between the two types of motivation to keep the learner engaged. The  path to perfect motivation is difficult and must be treated with care (Peters, 2014). When students feel a connection to the story, whether it be personal or emotional, they are feeling intrinsic motivation. They want to continue with the story to meet their personal goals. According to Rees (2010), a story should challenge and create an emotional response to the listener. When learners are motivated from the outside this is extrinsic motivation. For example, a learner might be motivated to actively listen to the story because the instructor will be asking questions about the content of the video. When learners experience motivation to learn to  perform better in their everyday lives, this will create greater engagement. When learners are more engaged not only will they learn better, they will also get to enjoy the entire experience


Sep 22, 2019
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