Instructor-made-videos (IMVs) are often used to foster learning in higher education. However, there is a dearth of studies on IMVs for any instructor to understand and replicate the success. In response, to better inform practice, the impact of IMVs on learning effectiveness and satisfaction was evaluated. Thereafter, an actionable framework describing the pedagogical innovation was produced. In this study, an experimental research design was employed to determine the impact of IMVs by comparing three lessons on health, ethics, and law; with and without IMVs, followed by a survey questionnaire. This study was conducted with 121 polytechnic students who were randomly assigned to a control group (N=50) or an experimental group (N=71) of five classes. Students exposed to IMVs outperformed the control group on quiz scores when IMVs were used to scaffold learning and were more satisfied. These findings validate the actionable 6Ps IMVs design framework in producing high pedagogical value IMVs in a nimble manner.