By hook or by crook: Designing physics video hooks with a modified ADDIE framework

Abstract

This paper delineates the specific design strategy used in the creation of physics video hooks over the course of an eight-week project. A hook is an instructional technique which stimulates student attention (Hunter, 1994; Lemov, 2010), interest (Jewett Jr., 2013) and engagement (McCrory, 2011; Riendeau, 2013). The hook videos are aimed at post primary/middle school students (11–15 years old) with relevant topics being selected from the Irish science curriculum. The project employed a modified Analysis, Design, Development, Implementation and Evaluation (ADDIE) design framework that allowed videos to be developed in an efficient and practical manner. Pertaining to design considerations, the videos are aligned with the cognitive theory of multimedia learning. Furthermore, specific design elements are embedded into the videos, which include relevance, questioning, discrepancy, and novelty. Finally, the key findings and challenges encountered during the hook design process are examined.