An innovative "zapping video" as a teaching aid: what effects on students? The case of a video put online by a training institute

Résumé En

In order to shed light on the practices related to the use of ICT for training, we propose a case study through this article: here we analyse the pedagogical effects of an innovative video used by a recognized training institute. We will approach this video both from a developmental and a communicational point of view, referring to professional development theorists (Lefeuvre et al., 2009) and attention theories (Citton, 2014). Since the video at the heart of our analysis is characterized by strong visual zapping, it also seems unavoidable to call upon the contributions of Hayles (2007) and Arbuthnott & Frank (2000), relating to hyperattention and the "cost of the switch". Our main objective here is to show how this video constitutes an innovative pedagogical support, complementing the landscape of pedagogical innovations implemented in higher education (Béchard, 2001). Pedagogical innovation will be addressed here mainly through the contributions of cognitive psychology by Jérôme Bruner (Barth, 1985). From this perspective, the questions that will guide our case study will be the following: what are the characteristics of the video being analyzed? What are the objectives pursued by the designers of the video? Are these objectives being met? What are the pedagogical qualities and limitations of the video? To answer these different questions, we have conducted a 3-step research. First, we carried out a fine semiotic analysis of the video in order to understand its specificities. Then, we conducted a directive interview with the training institute in order to understand the origin and the objective pursued through this video. Finally, we conducted an experiment to understand the effect of the video on the studentsInitial results have emerged. First of all, the interview allowed us to confirm that this video had indeed been made with a pedagogical and innovative objective. The semiotic analysis of the video then led us to highlight the 4 characteristics of the video. Finally, 90 individuals took part in the experiment. Their reactions prove that the objectives pursued by the training institute are globally achieved. The data collected also show that the memorization of the theoretical content depends largely on the quality and notoriety of the integrated advertising extracts. Cognitive biases were also identified. Finally, the results of the experiment show that some editing technique can both distract the viewer's attention from the overall message and promote the assimilation of information. In short, if the integration of advertising excerpts here raises real ethical questions, this video is indeed a pedagogical innovation that will revive the students' attention and, perhaps, their desire to delve deeper into certain subjects.