Instructional video is everywhere in learning, yet many training videos overload viewers, bury key ideas, or leave learners unsure how to act. Most designers are asked to produce or evaluate video, but few get practical guidance on how to improve it using multimedia learning research and clear narrative structure.

This session shows you how to analyze and redesign training videos using a learning‑science lens. Analyzing short examples from real instructional content, you will see how issues like extraneous load, weak signaling, dense narration, talking‑head fatigue, and unclear sequencing reduce comprehension. For each example, we will connect the problem to established multimedia principles, then walk through targeted edits that make the video easier to follow and more effective. You will observe concise “before and after” redesigns and practice rapid evaluation techniques you can apply to your own projects. You'll engage in analysis and reflection on how to adapt these techniques to different tools and budgets. The session emphasizes clear decisions that improve understanding: sharper visuals, tighter narration, purposeful pacing, and story structure that supports memory and transfer. You'll leave able to evaluate videos more confidently, explain why specific changes matter, and plan or revise content so learners grasp and use what they see.

In this session, you will learn to:

• Evaluate training videos using evidence‑based multimedia learning principles
• Spot common causes of cognitive overload in visuals, narration, and pacing
• Use practical redesign strategies that improve clarity, signaling, and sequencing
• Employ narrative structure to strengthen comprehension and retention
• Apply simple production techniques for creating effective videos without advanced equipment

This session is for participants who understand basic instructional design concepts but have limited experience evaluating or producing instructional video. Attendees should be familiar with learning objectives, common media formats, and basic content design. Prior knowledge of multimedia learning theory or production workflows is not required.