The motivation for exploring this topic emerged directly from my day-to-day teaching practice. Over time, we began receiving a high volume of student emails asking the same questions about using Photoshop, often relating to very basic skills. Despite providing written help sheets, it became clear that many students were still struggling to apply the instructions successfully. In alot of cases, extended email exchanges revealed persistent misunderstandings, suggesting that the existing support materials were not meeting the needs of all learners. This highlighted a clear gap and room for improved support. I therefore wanted to address this issue by developing a more effective and accessible learning resource in the form of a video that could better support students’ learning and reduce repeated confusion.
This issue is particularly important within the context of my role and my students. Photoshop is a foundational tool within our discipline, yet many students arrive with little or no prior experience. When students lack confidence in core technical skills, it can negatively affect their engagement, creativity, and overall academic performance. From a departmental and institutional perspective, repeatedly responding to the same queries is also inefficient and unsustainable. Creating clearer, more supportive resources has the potential to enhance student independence, improve learning outcomes, and reduce staff workload. More broadly, within the sector, there is increasing recognition that digital skills cannot be assumed and that learning resources must be inclusive of diverse levels of prior knowledge.
Mayer’s work on multimedia learning suggests that students learn more effectively from words and images combined than from text alone, particularly when learning procedural or technical skills. This aligns with my own observations that static help sheets were insufficient for students who needed to see processes demonstrated step by step. By drawing on these perspectives, my aim was to create a resource that better aligns with how students actually learn, supports their confidence, and responds directly to the challenges observed in practice.
Moreover, I want to in particular use guidelines for the video resource that would support neurodivergant students. Many students who struggle with digital tools such as Photoshop may be neurodivergent, including those with dyslexia, ADHD, or other learning differences, and poorly designed instructional materials can exacerbate existing barriers to learning.
Research consistently demonstrates that when students are not adequately supported, there can be significant negative impacts on both confidence and emotional well-being. Burden (2008) emphasises that self-esteem and emotional resilience are particularly vulnerable in learners with dyslexia, especially where their needs have been missed or poorly supported within mainstream education.
Within this context, the repeated experience of not understanding technical instructions or failing to complete tasks correctly—despite seeking help—can reinforce feelings of inadequacy and frustration. For neurodivergent students, unclear or text-heavy help sheets may increase cognitive load and contribute to disengagement.
References:
Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self-worth? A review and implications for future research. Dyslexia, 14(3), 188–196.
Mayer, R. (2002). The Future of Multimedia Learning. The Journal of Applied Instructional Design, [online] 41. doi:https://doi.org/10.59668/423.10349.