In this study, the authors produced self-instructional video materials for a first-year programming course based on two methods; the first method was a monologue-based captured slideshow presentation, whereas the other method was a dialogue-based video involving two puppets. We created ten videos for each of these methods and used these videos in the course to examine the manners of students who watched them and whether the trend of watching varied according to their academic performance level. The results denoted that the audience rate of the slideshow presentation video gradually increased as the lessons continued, whereas that of the videos involving puppets exhibited the opposite trend. The questionnaires that were collected from the students indicated that they watched the videos involving puppets, especially in the beginning. Thus, the videos involving puppets exhibited efficacy, especially for beginners. Meanwhile, the slideshow video was effective for (re)confirming the important points.