ABOUT
WHAT
STEM Video Cafe connects secondary STEM teachers with high-quality video resources during a time of extreme change in education.
WHY
Teachers are busy enough. Just like your favorite local cafe, we provide a space to get to your needs easily and quickly. Grab a high-quality resource to-go!
HOW
Our database is free and available to any teacher, student, or educator who needs to find the best STEM videos fast. Videos on this site have been identified by teachers and vetted using a rubric for best practices in digital video production.
Video Evaluation
Not all videos provide the same educational value.
Though popular educational channels on YouTube such as Khan Academy have become household names, many videos illustrate concepts at different levels, speeds, and varying instructional strategies. Videos appearing as top-hits on search engines do not always support learning. Some of these materials, including videos from the popular Crash Course YouTube Channel with over ten million subscribers in 2019, feature distracting animations, sound, and text that detracts from student understanding.
Teachers need to select videos that are not just entertaining and engaging but videos that actually support learning. The videos on this site are selected with research-based strategies to maximize learning in the classroom.
Our resources are selected by teachers and rated in the following categories:
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Multimedia
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Graphic Coherence
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Modality
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Appropriate Animation
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Instructor Presence
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Duration
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Want to help build our platform? Submit your favorite resources today!
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Research & References
Want to learn more about our multimedia philosophies and best practices? Get started with some of our favorite academic literature.
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Alsadhan, A., Alhomod, S., & Shafi, M. (2014). Multimedia Based E-learning: Design and Integration of Multimedia Content
in E-learning. International Journal of Emerging Technologies in Learning, 9 (3). DOI: http://dx.doi.org/10.3991/ijet.v9i3.3308
Austin, K. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer
learning with multimedia learning modules. Computers & Education, 53(4), 1339-1354. DOI: https://doi.org/10.1016/j.compedu.2009.06.017
Babiker, M., & Elmagzoub, A. (2015). For Effective Use of Multimedia in Education, Teachers Must Develop Their Own
Educational Multimedia Applications. Turkish Online Journal of Educational Technology-TOJET, 14(4), 62-68. PDF
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Chen, C., & Wu, C. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and
learning performance. Computers & Education, 80, 108-121. https://doi.org/10.1016/j.compedu.2014.08.015
Clark, R., & Mayer, R. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of
multimedia learning. Hoboken, U.S.: Wiley & Sons. Link
Cook, M. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory
on instructional design principles. Science Education, 90(6), 1073-1091. DOI: https://doi.org/10.1002/sce.20164
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Giannakos, M. (2014). Challenges and perspectives in an undergraduate flipped classroom experience: Looking through
the lens of learning analytics IEEE Frontiers in Education Conference: proceedings: IEEE.1-5. DOI:10.1109/FIE.2014.7044449
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of
MOOC videos. In Proceedings of the first ACM conference on Learning @ scale conference (pp. 41-50). ACM. DOI: 10.1145/2556325.2566239
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Leopold, C., Sumfleth, E., & Leutner, D. (2013). Learning with summaries: Effects of representation mode and type of
learning activity on comprehension and transfer. Learning and Instruction, 27, 40-49. Link.
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of
research in mathematics education. Educational Research Review, 22, 50-73. DOI https://doi.org/10.1016/j.edurev.2017.08.002
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Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction.
American Psychologist, 63(8), 760. DOI: https://doi.org/10.1037/0003-066X.63.8.760
Moore, V., & Serfin, M. (2016). An Examination of Web-based Educational Videos: A Guide for Teachers. Society for
Information Technology & Teacher Education International Conference (pp. 2217-2222). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/172001/.
Park, B., Flowerday, T., Brunken, R. (2015). Cognitive and affective effects of seductive details in multimedia learning.
Computers in Human Behavior, 44. 267-278, DOI: 10.1016/j.chb.2014.10.061
Rose, D., Harbour, W., Johnston, C., Daley, S., & Abarbanell, L. (2006). Universal design for learning in postsecondary
education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151. Retrieved from: https://files.eric.ed.gov/fulltext/EJ844630.pdf
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Ritzhaupt, A., Pastore, R., & Davis, R. (2015). Effects of captions and time-compressed video on learner performance and
satisfaction. Computers in Human Behavior, 45, 222-227. DOI: https://doi.org/10.1016/j.chb.2014.12.020
Nathan, M., & Sawyer, R. (2014). Foundations of the learning sciences. In R. K. Sawyer (Ed.), Cambridge Handbook of the
Learning Sciences, 2nd ed. (pp. 21-43). New York, U.S. Cambridge University Press. Link.
Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic
visualizations. Learning and Instruction, 19(6), 481-494. DOI: https://doi.org/10.1016/j.learninstruc.2008.08.001
Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and
perceived learning. Computers in Human Behavior, 71, 79-89. DOI: https://doi.org/10.1016/j.chb.2017.01.049