Advancing Evidence-Based Video Instruction in STEM Learning
Logan Fiorella, OIBR Distinguished Scholar and associate professor of Educational Psychology at the University of Georgia, is advancing our understanding of how instructional videos can more effectively support student learning—particularly in STEM education. His newest project builds directly on earlier findings showing that students often learn better when they watch an instructor draw diagrams during a lesson rather than viewing fully completed visuals. What remains unknown, however, is why this advantage occurs and under what conditions it is most impactful.
A Research Partnership Rooted in Shared Interests
To answer these questions, Fiorella teamed up with Dr. Deborah Barany in the Department of Kinesiology at UGA. Barany specializes in the neuroscience of motor control and learning through action observation using methods such as fMRI and transcranial magnetic stimulation (TMS). Together, they are examining whether attentional and action-observation networks in the brain play a role in how students learn from watching an instructor draw.
Their partnership began several years ago while studying how drawing affected learning among medical students. Because their interests naturally intersect—Fiorella’s work on learning through drawing and Barany’s expertise in action observation—the current project became a seamless continuation of their earlier collaboration. Fiorella gains the opportunity to investigate the neural mechanisms behind effective instruction, while Barany extends her work into applied educational contexts.
Why This Project Matters
Instructional videos are used widely across education, yet many are created based on intuition rather than research. Fiorella’s project is part of a growing effort to identify evidence-based principles for designing engaging, effective video lessons. Observing an instructor create drawings is a promising strategy because it may help guide students’ attention, break complex ideas into manageable steps, and tap into humans’ natural tendency to learn from others’ actions.
Through a series of controlled experiments—including a culminating fMRI study—the team aims to distinguish between two explanations for why instructor drawing aids learning: Are the benefits primarily related to how the drawings guide attention? Or do learners absorb information more effectively because they are watching human movement unfold?
Surprises and Challenges in Studying Learning
Fiorella notes that even seemingly simple learning tasks become surprisingly complex once experiments are designed. Learning outcomes can be influenced by prior knowledge, motivation, cognitive abilities, material difficulty, structure, and the type of outcome being measured. Aligning these elements is essential—and often far more intricate than expected.
Another major challenge is balancing experimental control with real-world application. While research requires carefully controlled conditions, the goal is also to develop recommendations that work in authentic classroom settings. Designing studies that meet both goals remains a persistent challenge.
What Makes the Work Most Rewarding
For Fiorella, the most meaningful aspect of his research is mentoring undergraduate and graduate students. He enjoys guiding them through developing questions, designing studies, and building their own research programs. He also finds it rewarding to share findings with educators, frequently presenting work to UGA faculty and students interested in evidence-based teaching.
The Impact of Collaboration
Fiorella credits much of his progress to collaborations across disciplines. Working with colleagues such as Dr. Paula Lemons and Dr. Erin Dolan in Biochemistry, and Dr. Allison Jaeger in Cognitive Psychology at Mississippi State University, has allowed him to examine instructional questions in context-rich environments. These partnerships ensure that psychological mechanisms are paired with deep disciplinary expertise.
Looking Ahead: The Role of Habit in Learning
Over the next five years, Fiorella plans to focus more on how students’ habits affect their self-regulation of learning. Many students intend to use effective learning strategies but rely instead on familiar, less-productive routines. His undergraduate course on the Psychology of Habit explores how these habits form, how they shape study behavior, and how habit-focused interventions may help students adopt more beneficial learning practices.
Written by: Andrea Horsman
December 12, 2025