Students tend to engage in monotonous and passive learning, such as learning only by watching the video. Therefore, devising effective videos to promote students’ learning, such as by encouraging students to engage in problem solving through learning activities, is required. In this study, we focused on mathematics education at the beginning of the study; we developed a video making method based on the ‘constructive approach’ of Nakahara(11). And we aimed to promote proactive learning of students in an instructional video. To see the effects of learning using the video with the developed method, we performed an experiment with college students. The results suggested the method was effective in several ways: (1) It improves the understanding of the learning content, (2) It improves the motivation to proactively learn, (3) It promotes the construction of knowledge through learning activities, and (4) It promotes reflection on the learning activities, deepening students’ thoughts on the topic.
