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Laws Of Physics Names 166

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Video may have particular value for student preparation in biology classes, in part because students may find it more engaging ( Stockwell et al., 2015) and because it can be well suited to illuminating the abstract or hard-to-visualize phenomena that are the focus of so many biology classes (e.g., Dash et al., 2016; see Video Views and Reviews features in CBE—Life Sciences Education for other examples). The medium is not inherently effective, however; Guo et al. (2014) have shown that students often disregard large segments of educational videos, while MacHardy and Pardos (2015) demonstrate that some videos contribute little to student performance. What, then, are the principles that allow instructors to choose or develop videos that are effective in moving students toward the desired learning outcomes? 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