Development of Camera-Technique Instructional Videos to Support Students’ Video Production Skills

Fitri Maiziani; Mutiara Felicita Amsal; Elsa Masriani

doi:10.61255/itej.v4i2.1873

Authors

Fitri Maiziani universitas negeri padang
Mutiara Felicita Amsal Universitas Negeri Padang
Elsa Masriani Universitas Negeri Padang

DOI:

https://doi.org/10.61255/itej.v4i2.1873

Keywords:

Camera Techniques, Higher Education, Instructional Design, Video-Based Learning, Video Production Skills

Abstract

This study aimed to develop camera-technique instructional videos to support students’ video-production skills in a higher education video-production course. The study employed a Research and Development (R&D) approach based on the Dick and Carey instructional design model, combined with a quasi-experimental design. Three instructional videos focusing on camera angles, camera movements, and the integration of camera techniques in cinematic video production were developed. Validity was assessed by media, subject-matter, and instructional-design experts, while practicality was examined through individual and small-group trials. Comparative outcomes were evaluated using a posttest-only nonequivalent control group design involving researcher-designed videos in the experimental condition and externally sourced YouTube videos in the control condition. Because students produced the learning products collaboratively, the production group was treated as the independent unit of analysis, with three groups per condition. The exact Mann–Whitney U test was used for the comparative analysis. The videos obtained validity scores of 97.3%, 95.6%, and 96.5% from the media, subject-matter, and instructional-design experts, respectively, and demonstrated high practicality. The experimental condition showed higher weighted mean scores for script production (87.56 vs. 77.67) and video production (93.20 vs. 76.00). However, the differences were not statistically significant (U = 9.00, p = .100 for both outcomes). The observed effect sizes were relatively large (r = .713 and r = .723). Overall, the developed videos demonstrated strong validity and practicality and showed preliminary evidence of a potential instructional advantage, although further research with larger independent samples and stronger experimental controls is needed.

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