Trope or trap? Roleplaying narratives and length in instructional video

Abstract

A concern that librarians face when creating video is whether users will actually watch the video they are directed to. This is a significant issue when it comes to how-to and other point-of-need videos. How should a video be designed to ensure maximum student interest and engagement? Many of the basic skills demonstrated in how-to videos are crucial for success in research but are not always directly connected to a class. Whether a video is selected for inclusion by an instructor or viewed after it is noticed by a student depends on how viewable the video is perceived to be. This article will discuss the results of a survey of more than thirteen hundred respondents. This survey was designed to establish the broad preferences of the viewers of instructional how-to videos, specifically focusing on the question of whether the length and presence of a role-playing narrative enhances or detracts from the viewer experience, depending on demographic.