YouTube videos on PhET chemistry simulations
An analysis of generative processing according to the Cognitive Theory of Multimedia Learning
DOI:
https://doi.org/10.17564/2316-3828.2023v12n1p497-518
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Blended learning has been driven by the emergency educational needs associated with the Covid-19 pandemic. In this way, the convergence of media in the learning and teaching processes has been increasingly praised. This research aimed to analyze the most relevant videos distributed by YouTube that discuss PhET simulations for teaching chemistry. Twenty-three video lessons were analyzed, in Portuguese and English, according to the criteria established by the Cognitive Theory of Multimedia Learning (CTML). In this article, we seek to present the results in relation to the generative processing of CTML. Among the main results, there was a partial exploration of personification techniques - such as first-person filming or the use of gestures by the presenter - and the absence of proposals for generative activities. In this sense, at the conclusion of the study, it is indicated that new videos should try to present guided activities that involve the active participation of the students who watch the videos.
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