Instructional design and audiovisual production modeling for digital education: an integrative review (2019 to 2025)

Abstract

This article is theoretical in nature and aims to map educational audiovisual production models linked to the Instructional Design (ID) process, identifying their gaps and potential characteristics for producing videos for digital education in higher education. The methodology used is an integrative literature review (ILR) covering the years 2019 to 2025 in the Scopus and Web of Science databases, resulting in the analysis of three models that presented video production flows aligned with ID. The models found primarily focus on pedagogical and cognitive perspectives (multimedia principles). However, a lack of formal guidelines on audiovisual language (formats, grammar, visual design) and the absence of inclusion of aspects such as accessibility and Artificial Intelligence were demonstrated. The results indicate the pressing need to develop a systematic model that harmonizes the video production stages with pedagogical intent and the guidelines of media language. Furthermore, given that ID is a growing area and audiovisual is a strategic medium, it was possible to establish initial directions for producing videos for digital education.