Approaches to the design of educational videos for the implementation of e-learning

Statement of the problem. In the implementation of e-learning, it is crucial to focus on the quality and format of digital educational content. It is essential that digital didactic resources are not only substantive from a subject matter perspective but also motivate learners to engage with the entire course material independently, which is not always achievable. Consequently, it is important to identify the most effective techniques and approaches for developing digital educational content that are optimal for contemporary students. Additionally, it is vital to consider the psychophysiological characteristics of learners, as these parameters influence their cognitive abilities. The purpose of the article is to assess the effectiveness of educational videos developed with consideration of identified criteria for online learning and the psychophysiological characteristics of students within the framework of the flipped classroom model. The research methodology. The pedagogical experiment involved students of Secondary School No. 148 (Krasnoyarsk), who studied in the Inverted Classroom model. Digital educational content in video format was developed for e-learning, with its effectiveness compared to traditional educational videos. In the development of educational videos, the psychophysiological indicators of students were taken into account, including the type of perceptual modality and the level of activation of the central nervous system. To gauge attitudes towards the educational videos, a survey was conducted, and knowledge levels were assessed through interactive testing. Research results. Based on an analysis of various information sources, the most effective approaches and techniques for developing educational videos were identified: interactivity, multimedia elements, brief duration, the ‘talking head’ format, etc. The psychophysiological characteristics of learners, which influence their information processing abilities, were also found to be significant. It was determined that 73,4 % of respondents participating in the experiment possess auditory or mixed (auditory and visual) types of perceptual modality. Consequently, emphasis was placed on audio accompaniment, background music, sound effects, as well as vivid imagery and audiovisual effects in the design of educational videos. The experimental videos developed with these parameters demonstrated their effectiveness: the average viewing duration increased by 28 % compared to control videos, with view counts rising by 11-12. The assessment of knowledge levels also indicated a greater effectiveness of the experimental videos.