With the academic disruption caused by the Covid-19 pandemic, academics went out of their way to accommodate students. One prominent way to do so was to record videos – to make it available to students to watch in their own time. With academic life returning to a new normal since, the inclusion of videos is critically re-looked to determine how lecturing staff should create content, which is received well and understood by their students, and accomplishes the intended aim. In this study, the context of the subject, Systems Analysis and Design, offered in Computing graduate courses in the second year, is used. The demonstration video viewed as an artifact. The Design Science Research methodology with its iterative cycle of designing-and-building, and then evaluation of the artifact, guides the research. The analysis of the fifteen modal aspects, developed by Herman Dooyeweerd, the Dutch philosopher, in the context of video creation, guides the design-and-build phase. The evaluation phase is conducted using qualitative interviews involving students familiar with the video topic. Findings include video creation guidance on technicalities, visual appeal, meaningfulness, being engaging, and its communicativeness. Good quality authentic videos which address material key to student learning may be of value during multiple class offerings, attributing to a rich pool of material.