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Understanding the Effectiveness of Interactive Elements in Video-Based Learning: An Experimental Study
... To mitigate these, several interactive elements have been proposed. Using such elements in VBL can foster self-regulated learning, engagement, critical thinking, and learning performance (e.g., , Raab et al., 2023, Weinert et al., 2021. ...
... Prior research in digital education has shown that VBL improves learning performance when compared to traditional classroom instructions (e.g., Merkt et al., 2011, Zhang et al., 2006. Thereby, interactive element types have been studied, emphasizing their largely beneficial influence on learning (e.g., Althwaini and Mahmoud, 2021, Cattaneo et al., 2015, Raab et al., 2023, Vural, 2013. Previous studies also showed that the RBT has practical uses in implementing comprehensive teaching approaches that align educational resources with intended learning objectives. ...
... This provides an initial step towards an evidencebased framework for the objective-oriented design of interactive video lectures. Given that annotations and especially quizzes show not only better alignment but also greater learning performance than navigation features (e.g., Raab et al., 2023), it could be inferred that a higher alignment may also be indicative of the element type's effect on learning. Future research should explore this assumption. ...
Aligning lecture contents with learning objectives, as well as the integration of interactive elements, can increase the efficacy of video-based learning. However, their integration, i.e., the alignment of learning objectives with interactive elements, has not yet been systematically explored. Currently, integrating interactive elements is driven more by personal beliefs than evidence-based strategies. We address this research gap with a mixed-method study in the context of an information systems course. Based on the students’ subjective perception, we investigated the alignment between learning objectives and interactive element types, as well as the underlying rationale. Our results indicate that quizzes are most suitable for different purposes, annotations are never unsuitable but only needed on higher complexity levels, and navigation features are merely nice-to-have. The systematic understanding of interactive elements offers valuable guidance for educators and scholars, contributing to best practices in online education.
... Husna and Fajar (2022) revealed in their study that video media, especially interactive ones, can be considered learning materials. Similarly, Raab et al. (2023) found that embedding interactive elements in educational videos, such as quizzes and annotations, can significantly improve students' learning outcomes by enhancing engagement and comprehension. Aligned with this, Dong et al. (2022) found that interactive video modules with asset-based participatory design thinking significantly engaged students, fostering curiosity and enhancing understanding. ...
With Thailand 4.0's emphasis on innovation, this study explores using an interactive video-based course to facilitate innovation creation through design thinking for vocational students in Bangkok. This quasi-experimental pretest-posttest study aimed to develop a course using interactive video technology and evaluate its impact on students' knowledge, attitudes, skills, and satisfaction. Thirty purposively sampled vocational students, selected as an intact class with access to a computer class and laboratory, participated, with data collected through a preliminary survey, suitability and satisfaction questionnaires, and a design thinking process test. The course, developed in three phases, included needs analysis, expert reviews, implementation, and evaluation, with data analyzed using paired t-tests, mean standard deviation, and content analysis. Results showed significant improvements in students' knowledge and skills, aligning well with national educational goals and student needs. High satisfaction highlighted the effectiveness of interactive elements, though improvements in visual clarity were suggested. This study contributes evidence for interactive video technology's value in vocational education, recommending further research on factors influencing attitudes and optimal visual design.
Mathematical abilities involve both verbal (numerical knowledge, arithmetic, and reasoning) and nonverbal components (math notation, time, space thinking, and computing). Teachers' ability to adopt and implement a unique perspective to mathematics instruction in the classroom may prove crucial to the improvement of their students' mathematical abilities. The aim of this study was to analyze the effectiveness of a hypervideo-based intervention meant to improve students' mathematical performance. The effects of the hypervideo content were compared between an experimental and a control group using a quasi-experimental design. According to the findings, the utilization of hypermedia can lead to improvements in student performance.
One of the objectives of this research is to develop and validate the Instructional Material Motivation Scale for Single-Use (IMMS-SU) instrument in the Turkish context. The IMMS-SU was developed and validated in a two-phased process on a sample of 1654 students. The Exploratory Factor Analysis revealed that IMMS-SU included 14 items (χ2 = 332.59; sd = 74; p < 0.001), the fitness indices were found to be RMSEA = .077; SRMR = .040; AGFI = .88; NFI = .95; CFI = .96; and GFI = .92. The Cronbach’s Alpha coefficients regarding the whole scale was calculated as α = 0.95. Thereafter, in the second study, the animated and interactive video materials used in distance education were scrutinized in the context of openness to different materials, time spent viewing, motivation, and cognitive load. A total of 933 students participated who had a distance education experience. In order to collect data, the extraneous cognitive load instrument (Kalyuga et al., Human Factors, 40(1), 1-17, Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1–17. 10.1518/001872098779480587), IMMS-SU, and questionnaire items were used. According to the findings, it was determined that animation and interactive video materials did not cause a higher level of cognitive load on the participants, and both groups had higher material motivation. In addition, it was revealed that interactive video materials caused a higher extraneous cognitive load in participants than animation group. It was figured out that as the openness levels of the participants watching the animation and interactive materials decreased, their cognitive load levels increased. In the light of the results, some suggestions have been recommended for further research.
The aim of this study was to investigate the effects of the number of visual hints accompanying the educational content in the interactive video clips on the achievement of some learning outcomes among students of the second intermediate grade in the Ha’il region. Sixty students participated in this study and were divided into three groups and studied according to three scenarios, respectively, interactive videos without a hint, visual hints with color, visual hints with color and arrows. The results showed that a group that studied by color and hint got more results and improvements than a group that studied without a hint and visual hint with color and arrows group. This study recommended the necessity of working on the design and use of interactive video clips based on the use of visual hints in different courses, working on training teachers on how to use videos and employing them correctly, and working on conducting more research studies on the effectiveness and impact of using visual hints accompanying the interactive videos in teaching other courses.
All over the world online education is offered now in all the streams. Numerous new technology courses in the form of video lectures are available online. However, in the engineering stream, questions arise about real learning. This study explores the new ways of making the video content more interactive in such a way that the learners will be active, engage themselves, participate, respond, and improve their thinking skills. Interactive video content can comprise a wide range of active elements, including questions, polls, interactive summaries, and many more. Including the interactive training videos in the learning management system (LMS) in any course may bring a lot of change in the learners’ perspective of processing the attained knowledge. As a part of the study, the interactive videos on working in MATLAB environment were uploaded into the LMS portal of a lab course and the participation and engagement of around 120 learners was examined by the way the questions were answered. The questions in the form of case studies were given at middle to higher levels of learning classified by Bloom’s Taxonomy. The attained learning outcomes measured indicated improvement in the learners’ adaptation to new programming languages, skills they acquired in analyzing the case studies. New technologies like H5P etc for making interactive videos assuredly help in the acquisition and enhancement of new skill sets of the learner as evident in the observations. These interactions helps us in driving deeper engagement and transform the ways a learner thinks and processes the knowledge attained. © 2021, Rajarambapu Institute Of Technology. All rights reserved.
Physical closure of educational institutes worldwide due to the COVID-19 pandemic has resulted in the emergence of a new era of video-based learning. The current circumstances are unique that have forced students to use digital technologies for their learning purpose. However, the successful usage of such a system relies on the understanding of the adoption factors, for which an integrated model is proposed based on the Technology Acceptance Model and the Task Technology Fit Model. Additionally, this work considers the moderating effects of gender and digital inequality. Data are collected from 232 students all of whom have taken part in a full-semester video-based online learning course in times of the pandemic. A Partial Least Squares method is used for analyzing the data. Results show that video-based learning positively fits into the student's perception and their actual use of the system. The effect of individual characteristics is more than the technology characteristics on the task-technology-fit chain. The integrated model can predict 64.6% of the variance in the final dependent variable: actual usage of video-based learning. Further, while the moderating effect of gender is found to be significant, that for digital inequality is non-significant. Finally, the theoretical and practical implications are discussed.
The use of interactive engineering videos as an instructional technology tool is increasing in engineering education to provide a versatile and attractive learning environment for students and to interest them in course content to increase student engagement. This study assessed the effects of using interactive engineering videos in undergraduate electrical engineering courses to enhance student understanding and engagement with electronics. To test the impact on learning outcomes with the interactive video methodology, we set up six controlled groups of students. The experimental groups were sections “A1”, “B1”, and “C1”, in which a set of 13 customized short, interactive videos (15 min or less) were available through the course. In the controlled group sections “A”, “B”, and “C”, the instruction was applied without videos. The final exam and overall grades were compared in all the sections to obtain an indication of the impact of the interactive videos. Also, we applied an exit survey to the students in the experimental sections to collect their opinions about their engagement, motivation, and commitment during the semester. In the experimental sections, a reasonable impact on the student final grades was found, with averages of 84, 80, and 83. The students’ opinions about the interactive videos were very positive: from the standpoints of motivation, 90.4%; and understanding of class materials, 91.6%. Later, an additional section, “D”, was studied and performed well in their video scores. The students having video scores above the class average had much better performance in their overall grade, with an average of 81.8%. Students from section “D” who did perform lower than the class average in their videos had lower overall performance, with an average grade of 76.5%. Moreover, additional interactive videos were provided in the special “i-Week” activity during the fall semesters. The challenge activity put to the students during that week was “Emergency First Response”, which allowed them to generate some technology proposals for first responders in the community; the students performed very well in the challenge proposed to them. Some insights about this project and the video methodology used in their instruction are described as part of the semester-long activity for the students. Finally, the students suggested additional interactive engineering videos with more example problems to consolidate the hybrid interactive video learning methodology. The interactive engineering video technology is fully considered in the TEC21 Educative Model that governs the new degree programs beginning in 2019 at Tecnológico de Monterrey.
The advance of video technology in education has been accelerated due to the wide use of portable devices, the increase in the number of Internet users and massive online open courses. Online-learning videos, due to their various positive effects, are becoming increasingly acceptable for both successful students and teachers. In addition to supporting students in learning, video-based learning has proven to be a powerful reflection tool for teachers, but also significant in the context of their professional development. This study aims to analyze published work on the video-based learning to assist teachers and other educational professionals in widening their understanding of the educational benefits of the video-based learning. Also, this analysis provides video-based learning possibilities that can improve teacher/student learning and the overall quality of the classroom experience. There were 39 peer reviewed papers selected in this review and categorized into three main dimensions, namely, student learning outcomes, teachers’ reflections and feedback and teachers’ professional development. We review and explore past research on video-based learning in order to guide us through future studies and sketch the research status and directions.
p>In the last few decades, there has been growing research interest in investigating the positive relationship between metacognitive strategies, conscious learning, and achievement. However, the lack of a uniform classification indicates a need to map the different approaches, so as to discover the cornerstone strategies that result in ascending the knowledge and consequently the consciousness pyramid. The outcome of this study place executive functions, self-monitoring, and adaptation at the heart of these strategies.
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In recent years, there has been a sharp increase of research in employing interactive video for learning. More researchers study both the functional and cognitive interactivity affordances of educational interactive video and try to identify the learning effectiveness of the various supported interactions. In this study, we aim at providing a review of the interactivity types and their educational value based on the analysis of 18 studies and 13 commercial interactive video environments. We also analyze whether the commercial environments keep up with the research trends. Finally, we provide specific design guidelines for developing effective educational interactive videos. Such holistic review approaches help to promote the research field in everyday educational environments but also reveal its promises and gaps. The educational interactive video seems to be a fast-changing field which needs further inquiry, while the available commercial platforms have just started to incorporate functionality proposed in the literature.
This paper explores how the use of smartphones vs. laptops influences students’ engagement, behaviour and experience watching academic videos in a collaborative classroom. Experiments were run in authentic teaching sessions with a total of 483 first-year higher education students. The methodology applied is a quasi-experimental design with post-test-only, being the independent variable, the device used to visualise the academic videos. Results indicate that the use of laptops has provided better results in terms of student’s engagement with the videos, their collaborative behaviour and satisfaction with the device. Hence, the findings of this research suggest that the type of mobile device used in activities that consider the use of videos in a collaborative class need to be carefully chosen to maximise the student’s comfortability – and in consequence, their engagement with the video-based learning activity and their positive behaviour and experience within the collaborative context.
Purpose
This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class.
Design/methodology/approach
This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace.
Findings
Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area.
Originality/value
This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.
Studies show that interactive educational video can reduce cognitive overload, guide viewers’ attention, and trigger reflection; moreover, tablets can help students to increase self-directed learning, take ownership of the learning process, and collaborate with one another. In this study, we examine whether interactive video together with tablets and an online course learning environment can become the means for promoting efficient and effective self-paced learning in the classroom. In traditional elementary classes, students most often play a somewhat passive role in pacing and organizing their learning progress. Students in our study were asked to follow a learning path of interactive videos and other learning units in pairs while the teacher played only a supportive role. Two classes of fifth grade (30 students) and two classes of sixth grade (30 students) exploited the proposed environment for two 90 min’ sessions. The interactive videos and learning activities were designed to address students’ misconceptions about heat transfer. Data were collected through pre-post tests, focus groups, attitude questionnaires for students/teachers, and researchers’ observations. Students scored significantly higher in the post-test than they did in the pretest and they were very positive about the prospects of the proposed approach, which they associated with pros such as learning efficiency, learning effectiveness, self-directed learning, enjoyment, and better classroom dynamics. Students demonstrated impressive self-control, self-discipline, and learning autonomy and successfully managed their own progress. The study shows that the proposed learning setting could become a promising means of promoting self-paced interactive learning in the classroom.
Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education; yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students' beliefs, attitudes, and behaviors. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students. This paper proposes a conceptual framework for online engagement. Student engagement in higher education has been an area highlighted consistently as having significant influence on student outcomes, including the successful completion of studies. Chen, Lambert, and Guidry (2010) suggested that student engagement in learning has a more significant impact on learning outcomes than who students are or where they enrol to study. As universities have increased their online presence and provided more opportunities for fully-online studies, student engagement in this mode requires further investigation and consideration. According to Coates (2009), student
This paper investigates the uses of interactive video as a medium for teaching and learning activities. Based on the characteristics of interactive video annotations, various use cases are proposed and discussed. Two real experiments are then described. The first experiment is to add annotations to a video by teachers to produce course materials. The second is to produce a video and annotations on this video by student as an assessment work. The feedbacks of teachers and students are then summarized and discussed. The goal is to assess their feelings about the production of interactive videos as part of teaching and learning activities.
Although videos are a highly popular digital medium for learning, video watching can be a passive activity and results in limited learning. This calls for interactive means to support engagement and active video watching. However, there is limited insight into what engagement challenges have to be overcome and what intelligent features are needed. This paper presents an empirical way to elicit requirements for innovative functionality to support constructive video-based learning. We present two user studies with an active video watching system instantiated for soft skill learning (pitch presentations). Based on the studies, we identify whether learning is happening and what kind of interaction contributes to learning, what difficulties participants face and how these can be overcome with additional intelligent support. Our findings show that participants who engaged in constructive learning have improved their conceptual understanding of presentation skills, while those who exhibited more passive ways of learning have not improved as much as constructive learners. Analysis of participants’ profiles and experiences led to requirements for intelligent support with active video watching. Based on this, we propose intelligent nudging in the form of signposting and prompts to further promote constructive learning.
This study focuses on the positioning of interactive questions within learning videos. It is attempted to show that the position of a question’s occurrence has an impact on the correctness rate of its answer and the learning success. As part of the study, the interactive learning videos in which the questions are placed are used as teaching materials with a class. The pupils have been working with the videos for around one month and some interesting results could be obtained. It is shown that questions which are asked too early in the videos are answered incorrectly more often than other questions. This manuscript also recommends an adequate positioning of the first question in learning videos. The new hypothesis that the length of intervals between popping up questions plays a minor role at rather short learning videos is constructed in this publication. Moreover, the positive impact on the long-term learning success of the participants of learning videos is determined.
Over the past few years there has been an increasing interest to investigate the potential of Video-Based Learning (VBL) as a result of new forms of online education, such as flipped classrooms and Massive Open Online Courses (MOOCs) in order to engage learners in a self-organized and networked learning experience. However, current VBL approaches suffer from several limitations. These include the focus on the traditional teacher-centered model, the lack of human interaction, the lack of interactivity around the video content, lack of personalization, as well as assessment and feedback. In this paper, we investigate the effective design of VBL environments and present the design, implementation, and evaluation details of CourseMapper as a mind map-based collaborative video annotation and analytics platform that enables learners' collaboration and interaction around a video lecture. Thereby, we focus on the application of learning analytics mainly from a learner perspective to support self-organized and networked learning through personalization of the learning environment, monitoring of the learning process, awareness, self-reflection, motivation, and feedback.
Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator.
This paper highlights interaction design patterns that are related to different types of video annotations within video learning environments. The implicit solutions outline different ways to augment videos in terms of rich and interactive multimedia. Therefore we distinguish time-dependent from time-related annotations as well as the position inside or outside the video frame. The patterns represent a subset of a pattern language of current 40 patterns that depict common solutions of recurring problems in the design and development of video learning environments. These patterns result from a content analysis of 118 video environments that were designated for learning. While 11 patterns in that language refer to macro interactions that affect one or many videos as a whole the remaining patterns as those presented here incorporate micro interactions within the video player. Altogether 18 patterns address video annotations. Six of them will be the object of this paper: ANNOTATIONS, TABLE OF CONTENT, OVERLAY, VISUAL HIGHLIGHTING, SIMULTANEOUS MEDIA, and FOLLOW REVISIONS.
Digital video enables manifold ways of multimedia content interaction. Over the last decade, many proposals for improving and enhancing video content interaction were published. More recent work particularly leverages on highly capable devices such as smartphones and tablets that embrace novel interaction paradigms, e.g. touch, gesture-based or physical content interaction. In this paper, we survey literature at the intersection of Human-Computer Interaction and Multimedia. We integrate literature from video browsing and navigation, direct video manipulation, video content visualization, as well as interactive video summariza-tion and interactive video retrieval. We classify the reviewed works by the underlying interaction method and discuss the achieved improvements so far. We also depict a set of open problems that the video interaction community should address in the next years.
The pedagogical strength of Video-Based Learning (VBL) is presenting knowledge in consistent and attractive manner. In recent years, the new forms and technologies of VBL such as flipped classrooms, and most prominently MOOCs, have had a remarkable impact on teaching and learning methodologies. A significant number of academic publications have investigated and analyzed VBL environments from different perspectives, including potential usage, effects on learning outcomes, satisfaction levels, and effectiveness. This study provides a critical analysis of the current research in VBL conducted from 2003 until today. We aim to help educators in building deeper understanding about the educational benefits of VBL. In this study, 76 peer reviewed papers are identified through journals and academic databases and they are categorized into four main dimensions: effectiveness, teaching methods, design, and reflection. In the scope of this analysis, we also provide future visions and research opportunities in VBL that support self-organized and network learning.
Many people argue that interactive multimedia has the potential to create high quality learning environments which actively engage the learner, thereby promoting deep learning. However there is growing evidence that the potential of interactive multimedia is not being fulfilled. This paper argues that if we are to design effective interactive learning application then a user-centred approach to their design should be taken. This approach should be based on general human-computer interaction principles as well as educational theory. The paper starts with an overview of the learning process. Consideration is then given to how the key elements of interactive multimedia (multiple media, user control over the delivery of information, and interactivity) can be used to enhance that process, with the emphasis being on promoting deep learning. The paper concludes by giving suggestions for future work.
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This refor-mulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
Interactive video in an e-learning system allows proactive and random access to video content. Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments. Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. The findings suggest that it may be important to integrate interactive instructional video into e-learning systems.
The purpose of this study is to develop an intervention framework based on video clickstream interactions for delivering superior user experience for video lectures. Apart from existing studies on data driven interventions, this study focuses on video clickstream interactions to identify timely interventions for creating interactive video lectures. First, a framework was developed through an exploratory experiment, in which 29 students' clickstream behaviors were tracked on an online platform and then individual interviews were held with 17 of the students and a subject-matter expert. The framework shows how click types are transformed into interactive elements with five question types (where, why, which, how, what). It includes click types, click reasons, interventions, actions, and interactive elements. Then, a quasi-experimental study was performed with 18 students to investigate the effect of the proposed framework on the students' satisfaction and engagement. The results showed that students' satisfaction significantly increased for interactive videos created using the proposed framework when motivation was controlled. In addition, students' frequency to go back to important points decreased significantly in interactive videos, whilst students' frequency to skip unimportant points increased significantly in interactive videos. In conclusion, the proposed framework can be used to transform linear videos to interactive videos.
The ubiquitous presence of technology in classrooms has inspired a shift from traditional classroom lectures to integrated digital learning environments. These interactive learning environments present the opportunity to evolve the teaching process through the incorporation of game elements that have been shown to capture user attention, motivate towards goals, and promote competition, effective teamwork, and communication. Gamification and game-based learning systems aim to bring these benefits into the learning and teaching process. This paper presents a systematic literature review of game-based learning systems, frameworks that integrate game design elements, and various implementations of gamification in higher education. A systematic search of databases was conducted to select articles related to gamification in education for this review. The objective is to identify how gamified learning systems have been used and categorize its use in higher education. The findings of this literature review allow higher education institutions to employ and explore efficient gamified learning and teaching systems to improve student engagement, motivation, and performance.
In this study, it is mainly focused on investigating the effect of question-embedded online interactive video environment on student achievement. A quasi-experimental design was development to compare the effectiveness of a question-embedded interactive video environment (QVE) and an interactive video environment without the question component (IVE). The data were collected from 318 teacher education students enrolled in an introduction level computer literacy course. Two different course materials were designed, developed and implemented to teach the same content and the same data collections instruments were used to assess student achievement. A computer knowledge evaluation form was utilized at the beginning and at the end of the study to examine about the students' computer literacy and knowledge. A quantitative design method was used to inquire the effect of question-embedded online video-based environment tool on student achievement. Two quizzes and two surveys were performed. The research results show that the question-embedded video-based environment tool promote the student learning, improve the amount of interaction of the student as well as time spent with the learning materials. Simply incorporating interactive video into e-learning environment may not always result with improving learning. However, QVE tool may lead to better learning outcomes and higher learner achievement.
The paper presents teacher feedback on potential use of interactive videos in the learning processes. A traditional video often leaves the student as a passive viewer, while an interactive video will engage the student and demand interactions, thus activating the student. Interactive videos include the use of (embedded) quizzes, link-chains, interactive maps and interactive use of 3D-objects. The application areas differ between the different categories of interactive video. The main application areas for interactive videos with quiz are both summative and formative assessment. Interactive video with links has a variety of application areas, like reflections, attitude change, evaluation, case-based teaching, causal effects and nested stories. The main application areas of videos with interactive 3Dobjects are visualization, demonstration, presentation and exploration. The interviewees did not see a wide application area of videos with interactive maps, but problem solving activities were emphasized. Interactive videos in general would activate the student and raise awareness towards the video content. The paper also discusses the differences between interactive presentation tools and interactive video tools and presents the opportunities and weaknesses of a number of interactive video tools.
The study presented here is part of ‘Scuolavisione’, a project supported by the State Secretariat for Education, Research and Innovation (SERI) [project #08-756b] and by the Vocational Education and Training Division of the Canton of Ticino, which commissioned its development to the Swiss Federal Institute of Vocational Education and Training (SFIVET). The project has also been conducted in conjunction with Radiotelevisione svizzera di lingua italiana (RSI), which is an enterprise unit of the Swiss Public Broadcasting Company SSR SRG.
See http://nbn-resolving.de/urn:nbn:de:bvb:739-opus-27403
Modern Web technology makes the dream of fully interactive and enriched video come true. Nowadays it is possible to organize videos in a non-linear way playing in a sequence unknown in advance. Furthermore, additional information can be added to the video, ranging from short descriptions to animated images and further videos. This affords an easy and efficient to use authoring tool which is capable of the management of the single media objects, as well as a clear arrangement of the links between the parts. Tools of this kind can be found rarely and do mostly not provide the full range of needed functions. While providing an interactive experience to the viewer in the Web player, parallel plot sequences and additional information lead to an increased download volume. This may cause pauses during playback while elements have to be downloaded which are displayed with the video. A good quality of experience for these videos with small waiting times and a playback without interruptions is desired.
This work presents the SIVA Suite to create the previously described annotated interactive non-linear videos. We propose a video model for interactivity, non-linearity, and annotations, which is implemented in an XML format, an authoring tool, and a player. Video is the main medium, whereby different scenes are linked to a scene graph. Time controlled additional content called annotations, like text, images, audio files, or videos, is added to the scenes. The user is able to navigate in the scene graph by selecting a button at a button panel. Furthermore, other navigational elements like a table of contents or a keyword search are provided. Besides the SIVA Suite, this thesis presents algorithms and strategies for download and cache management to provide a good quality of experience while watching the annotated interactive non-linear videos. Therefor, we implemented a standard-independent player framework. Integrated into a simulation environment, the framework allows to evaluate algorithms and strategies for the calculation of start-up times, and the selection of elements to pre-fetch into and delete from the cache. Their interaction during the playback of non-linear video contents can be analyzed. The algorithms and strategies can be used to minimize interruptions in the video flow after user interactions. Our extensive evaluation showed that our techniques result in faster start-up times and lesser interruptions in the video flow than those of other players. Knowledge of the structure of an interactive non-linear video can be used to minimize the start-up time at the beginning of a video while minimizing an increase in the overall download volume.
The purpose of this study was to develop and evaluate the video on demand learning system. This study integrated the thematic instructional strategy into interactive video-based instruction based on the cognitive theory of multimedia learning and investigated the participant's reflection and learning performance through post-test, IMMS and the experimental teaching activities. Under the self-controlled learning environment, students could easily hyperlink the particular segment they need so as to reduce student's extraneous cognitive load. Also, the video presented the concise textual and pictorial learning elements simultaneously which could benefit to reinforce their learning. Accordingly, the findings of this study revealed that the interactive thematic video could promote students more engaged and acquired more information and remembered more ideas. Furthermore, the students in the experimental group could get the higher posttest scores and learning motivation than those of the control group. Key words: Thematic strategy, Interactive video on demand learning system, the cognitive theory of multimedia learning, instructional material motivational survey (IMMS).
Two complementary studies, one in the laboratory and one in the field, compared the usage patterns and the effectiveness of interactive videos and illustrated textbooks when German secondary school students learned complex content. For this purpose, two videos affording different degrees of interactivity and a content-equivalent illustrated textbook were used. Both studies showed that in contrast to previous studies working with non-interactive videos, the effectiveness of interactive videos was at least comparable to that of print, probably due to the possibilities provided for self-regulated information processing. It was shown that the interactive features of the videos were used spontaneously. However, features enabling micro-level activities, such as stopping the video or browsing, seemed to be more beneficial for learning than features enabling macro-level activities, such as referring to a table of contents or an index. This finding is explained by students’ misconceptions about the use of features enabling macro-level activities.
This paper is a version of the sixth ECTJ/ERIC-IR Young Scholar Paper, an annual award initiated to stimulate writing by young
professionals in the field of instructional technology. Preparation of the paper was supported by the ERIC Clearinghouse on
Information Resources at Syracuse, NY 13210.
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