Abstract:

The utilization of digital media is not unique to children and young people; it is also prevalent among (young) adults in all areas of their lives. Consequently, the integration of digital media in the classroom presents an opportunity to take advantage of students' habits and utilize them for learning processes. Furthermore, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) has recommended the utilization of digital media in Germany, thereby necessitating that teachers in schools give due consideration to this aspect in their practice. In the domain of the fundamentals of electrical engineering, the utilization of simulation is a prevailing practice, as it frequently serves to facilitate the visualization of abstract processes, thereby enhancing their comprehension. Nevertheless, the utilization of explanatory videos can also facilitate learners' access to abstract concepts through alternative or additional learning media.

While explanatory videos are particularly widespread in general education and on various video platforms such as YouTube and TikTok in the domains of mathematics, physics, and chemistry, the number of high-quality explanatory videos in the field of the fundamentals of electrical engineering is relatively limited. This tendency is most evident within the domain of vocational education, where the fundamental principles must be taught in a practical and work-related manner. Consequently, this paper will examine the potential benefits and subsequently formulate design recommendations for explanatory videos.

The overarching research question guiding this paper is as follows:
How should explanatory videos in the field of the fundamentals of electrical engineering be designed to realize their potential within the context of vocational schools?

In order to address the research question, the term "explanatory video" will be defined, and its potential within constructivist-based learning and teaching arrangements will be discussed. Furthermore, the cognitive theory of multimedia learning and the cognitive load theory will be applied for the purpose of examining multimedia learning processes from different perspectives. Subsequently, the target group of vocational schools and the associated curricular requirements will be presented to identify the requirements for explanatory videos. In a subsequent step, the individual explanatory videos available on the market will be analyzed to highlight the problem of lack of suitability for vocational education. Finally, the potential of using explanatory videos in vocational education will be outlined and recommendations for the creation of explanatory videos by teachers will be presented. The paper concludes with an outlook on the author's further activities, including the integration of this topic into the training of future teachers.

Keywords:

Constructivist Didactics of Electrical Engineering (cDoEE), fundamentals of electrical engineering, self-control of learners.