Scholars and instructors from various disciplines encourage student video projects in their pedagogy (Couros, 2012; Marshall, 2012). Multimedia, with the variety of availability in web video tools, has become a means of expression adopted by many learners and academics. By providing the choice to students to express their thinking and knowledge through audio and visual expression other than the written form, students who prefer that mode of articulating their ideas and concerns are even more engaged in the learning process (Ryan, 2002). Videos add to students’ creativity and can increase their motivation.
Such multimedia assignments have several benefits, apart from the fact that students are given a multiple ways to demonstrate knowledge and understanding. Video projects require students to explore issues in length through further research and collaborative interactions with faculty and other students, thus engaging in profound ways of constructing meaning and new understandings. Relevant to that is the advantage of cultivating the conditions to strengthen their relationships with fellow students and to become members of a community of learners who share perspectives and products (Riddle, 2010) and further reflect constructively on the experience.