Instructional video lessons are widely used to deliver instruction in higher education. However, learner engagement with such videos can be poor. Many higher education institutions promote the inclusion of a Picture-in-Picture (PiP) video element to improve the learner experience and to increase engagement and learning performance. Producing instructional videos is a significant challenge for lecturers in terms of integrating technology, pedagogy and content. Incorporating PiP leads to increased complexity and lecturer cognitive load. Adding eye-gaze optimisation (EO) further increases complexity and cognitive load for lecturers.

The purpose of this study was to investigate the challenges experienced by higher education lecturers in the Republic of Ireland when recording instructional videos with PiP and PiP plus EO (PiP+EO). The study used a mixed methods sequential explanatory design with an online survey questionnaire (N=17) and semi-structured interviews (N=5). The findings showed that lecturers experience multiple technical and cognitive challenges, utilise various setups, strategies and techniques to overcome these, and report varying levels of self-satisfaction with the videos produced. All participants expressed a strong level of interest in training. These observations will inform the development of a good practice framework and e-learning system for lecturers to improve their instructional videos with PiP and PiP+EO.