A Conceptual Framework based on Mayer’s Theoretical Framework to make Edutainment Videos for Activity-based Learning in School

Abstract

National Education Policy 2020 introduced by the Ministry of Education, Govt of India,
has given a lot of emphasis to experiential and skill-based learning. Digital technology
and the use of digital media as resources could be critical in implementing the NEP
2020 recommendations. The proliferation of digital technology in education has made
it easier for the dissemination of effective multimedia instructional designs. This paper
investigates ways of making edutainment videos for activity-based learning for the
preparatory stage of NEP 2020. In order to understand the theoretical underpinnings
of multimedia learning design, a study is conducted of parameters related to Mayer’s
theoretical framework. This includes examining the principles for reducing extraneous
processing and fostering generative processing, their empirical bases, and their
implications for multimedia learning design. These principles are considered in the
Indian context and in light of the NEP 2020 recommendations for developing online
educational videos. The research used the pedagogical approaches related to content
development in conjunction with the theoretical framework of Mayer and the 12
principles to develop a conceptual framework. The framework was designed to make
online videos to impart material-based learning as part of art-integrated education
for the preparatory stage of the school system in the Indian context. The conceptual
framework was developed based on the action research of creating 16 videos by three
groups totaling 59 design students. The current study reveals critical parameters related
to introductory content, demonstration of material- process, and conclusion. The
conceptual framework developed in the context of NEP 2020 for the Indian context is
expected to be of use to designers, filmmakers, teachers, etc. to develop relevant online
edutainment video content.