Utilization of videos to supplement students’ learning has been a trend in higher education. Educational videos can be produced in various formats and it is essential to investigate the cost-effectiveness of the different types of videos to inform the future practice.

Four types of videos have been produced for the compulsory general education course, In Dialogue with Nature, including studio recorded lecture (1) with lecturer’s image and (2) without lecturer’s image, (3) Powtoon videos, and (4) recorded student discussion. In this study, we evaluated their production cost and their corresponding effectiveness in aiding students’ learning.

In 2017-18, we invited students who had finished the course to participate a semi-structured focus group interview. Excerpts from the four types of videos, which discuss similar course issues, were selected. Participants were asked to watch through the excerpts during the interview and rate their preferences in a survey. They were also asked to comment on which video prompts their learning motivation and aid their learning the most. Regarding the cost of video production, we interviewed the video developers on the expenditure and manpower used in producing one video clip of each type.

Analysis suggested that Powtoon video attracts students’ attention and motivate students to learn more about the corresponding course issues, but it costs the most. Studio recorded lecture were more concrete in delivering factual information and examples therein were more likely to be used in written assignments. Student discussion was less preferred by students but some suggested that they could know other students’ perspectives on controversial topics.