Drawing on research conducted by Mayer (2020), this article examines evidence-based principles for how to design effective instructional videos and shows how they are grounded in cognitive theories of learning and instruction. Principles include multimedia (present words and graphics), coherence (avoid extraneous material in slides and script), signaling (highlight key material), redundancy (do not add captions that repeat the spoken words), spatial contiguity (place printed text next to corresponding part of graphic), temporal contiguity (present corresponding visual and verbal material at the same time), segmenting (break a complex slide into progressively presented parts), pre-training (provide pre-training in the names and characteristics of key concepts), modality (present words as spoken text). personalization (use conversational language), voice (use appealing human voice), image (do not display static image of instructor's face), embodiment (display gesturing instructor), and generative activity (add prompts for generative learning activity).

本文借鉴 Mayer (2020) 进行的研究，探讨了如何设计有效教学视频的循证原则，并展示了它们如何以学习和教学的认知理论为基础。原则包括多媒体（呈现词和图形）、连贯性（避免幻灯片和脚本中的无关材料）、信号（突出关键材料）、冗余（不要添加重复口语的标题）、空间连续性（将印刷文本放在相应的旁边）图形的一部分）、时间连续性（同时呈现相应的视觉和语言材料）、分割（将复杂的幻灯片分解成逐步呈现的部分）、预训练（提供关键概念的名称和特征的预训练），模态（将单词呈现为口语文本）。个性化（使用会话语言），