Interactive Videos

Interactive videos aim to reduce cognitive load, increase student engagement, and achieve active learning. To integrate interactive videos effectively, the following considerations are listed below:

  1. Clear Communication and Objectives:  The learning outcomes should be well defined, including what information the instructor is trying to convey and how to assess student comprehension. Thus, clear goals keep the video focused and impactful.
  2. Tone of Speaking: Students usually connect with a friendly tone. Thus, speak clearly and avoid sounding too technical.
  3. Provide Visual Summaries: Use visual summaries or infographics to recap key points or concepts discussed in the video. This will help students reinforce learning and allow them to quickly review important information.
  4. Short Videos: The incorporation of short videos is recommended. Integrating short videos ranging between two to six minutes will keep the students engaged and improve their academic performance. However, there is no definitive video length. The optimal video length improves learner engagement, increases retention, and builds cognitive learning.
  5. Student’s Attention: The attention span is limited; hence, it is important to grab students’ attention within a few seconds by using surprising facts and visually compelling materials.

This research paper is about interactive digital videos, video length, and cognitive load. The video component in multimedia learning aims to reduce cognitive load, increase student engagement, and achieve active learning. The researcher proposed the idea of interactive video types that promote the learner’s engagement by reducing cognitive load. The research methodology is an experimental method that uses three groups to investigate the impact of varying interactive video lengths (independent variable) on cognitive achievement, learning retention, and cognitive load (dependent variables) among 63 students. The findings show that students who learned through short videos maintained knowledge, concepts, and skills longer than medium- and long-video groups. This implies that TRU should integrate small videos in course materials to keep students engaged and improve academic performance.

This research paper offers a thorough examination of using videos in higher education. A two-stage mixed-methods research design was used for the study, which included surveys of focus groups with 773 college students. It demonstrates the significance and commonalities of the videos used in lecture halls by instructors, their choice of content, and using videos to enhance the knowledge aligning with the student’s interest. According to the report, 87% of lecture classes employ educational films, indicating a significant preference for their use. Thus, these results give school administrators insightful information and practical suggestions for using videos in lectures. This study is noteworthy because it examines current video practices and student views in lecture sessions.

This article covers the applicability of various video formats and instructional strategies in the context of teaching and learning in the 21st century. It provides the outcome of a field survey that illuminates the usefulness, ramifications, and opinions around the application of various video formats and pedagogical strategies in the contemporary classroom.

To help people create excellent educational content, this paper addresses the benefits and drawbacks of and gives advice on instructional films according to current educational trends. One interesting point is that video length should be short to avoid students’ boredom and keep them engaged with the videos. To minimize cognitive load, the course developer can create mini videos, ranging from 1–2 minutes for complicated topics. It is important to optimize the comprehension of the video contents by balancing visual and textual information.

This article contains insights into how learners view online course engagement tactics. It examines the influence of various engagement tactics as well as the benefits and drawbacks of online student involvement.

This article examines the advent of academic video essays as a novel means of disseminating knowledge. It highlights the move away from traditional text-based learning materials and toward the creation of films. The writers examine how semiotics and documentary theory relate to academic video essays, emphasizing how common these essays are in many academic fields. In addition, the paper considers the academic films in the Audiovisual Thinking magazine as a case study. It focuses on how the integration of textual and visual components in scholarly works enables academic video essays to logically conclude the current academic debate.

This chapter highlights the need to adhere to basic multimedia design concepts like coherence, redundancy, and segmentation while creating effective video classes. The author also emphasizes the value of instructor presence and creative action in promoting student involvement. The author is an expert in learning techniques, multimedia learning, and problem-solving transfer with a focus on the cognitive science of student learning and its implications for education.

The study provides a thorough examination of in-video dropout versus peaks in viewing and student engagement in online lecture videos. Second-by-second user interaction data from 862 videos provide insights into video-watching tendencies and how the data correlate with perceived video difficulty. The study also looks at instructional and lecture videos, pointing out disparities between the two, with tutorial films having greater and more peaks in viewing than lecture videos.

This paper highlights the significance of online media products in modern ELP methods of instruction, emphasizing the possible benefits of using multimedia for learning a language. According to the author, despite the widespread perception of technology as a helpful trend in classrooms, there are inconsistencies in results regarding the use of technology in education. The paper analyses students’ data coding style, data processing style, and comprehension style to build a structure based on technology classroom tuition, relying on cognitive and educational concepts.

This study sought to determine how learning results from various visualization modalities and explanatory text formats were affected by visual and verbal cognitive styles. While learning from written text and still images, a more advanced visual cognitive style was linked to superior learning results. Higher-evolved visualizers, however, learned less well from written text and motion. Furthermore, there was a modality effect, which showed that versions with spoken text performed better than ones with written material, regardless of visual cognitive style.

This study gives a detailed overview of six learning-by-doing concepts and how they are used in cognitive tutors. It also tackles common misconceptions regarding cognitive tutors, highlighting the importance of understanding component deconstruction, cognitive links, and the role of teachers and an instructional focus on learning through doing. Additionally, the research highlights the significance of carrying out more studies to assess the advantages of different learning methods, more effectively integrating student motivational disabilities and teacher involvement in collaboration and adaptation.

A traditional video often leaves the student as a passive viewer, while an interactive video will engage the student and demand interactions. Interactive videos include quizzes, link-chains, interactive maps, and the interactive use of 3D objects. One major difference when it comes to using interactive videos with quizzes as an assessment in education is whether the assessment is summative or formative. The teachers in this study mainly focus on using interactive videos along with a wide range of educational activities for summative assessment. Based on the expert interview and the referenced literature, it is evident that there is a debate regarding the integration of quizzes into videos versus providing them as a separate component. Integrating quizzes into videos can reduce the cognitive burden on learners by allowing them to access relevant information in real-time, thus creating mental images for enhanced learning. On the other hand, separating quizzes from videos may affect the learning process of students, potentially impacting the effectiveness of learning. It is also necessary to consider the length of the video as a 2-minute-long video requires less time-commitment than a 1-hour-long video. Interactive videos should be used to engage learners to enhance the learning process.

This research offers a perceptive investigation of the microworld and simulation-based learning. It goes over what these environments are, gives instances of them, evaluates how successful they are, suggests ways to extend existing theories of multimedia learning, and highlights how these environments affect instructional design. Recognizing the shortcomings of previous research, this paper also suggests directions for future investigation.

This study investigates the effects of video durations on student performance in online learning. It underlines the benefits of shorter videos, particularly those lasting six to 10 minutes, for student engagement, information retention, and overall learning results. It also provides useful insights on the appropriate length of instructional films for increasing student involvement and academic accomplishment in online courses. Preliminary survey findings indicate that around 65% of students (group A) found the short videos enjoyable. However, 77% of students watching extended videos (group B) voted against it. Short videos may give a better grasp of topics due to their entertainment value. The study found that 71% of students in both categories preferred video lectures between six and 10 minutes, with 15% preferring longer videos (10 to 20 minutes). A prior study found that students prefer six- to nine-minute films based on their involvement time. In addition, 41% of students in group A felt that shorter videos (less than three minutes) lacked information and were less beneficial compared to longer ones.

This study examines multimodal learning with computer games. To improve learning results, the author emphasizes the application of interactive educational multimedia, cognitive theory, and well-planned multimedia presentations. The foundation of multimedia learning principles is formed through controlling necessary processing, maximizing generative processing, and reducing unnecessary processing in multimedia learning environments.

This study examines research, both theoretical and practical, on the application of animated pedagogical agents (APAs) to multimodal instruction. It gives an explanation of APAs, introduces the cognitive theory of multimedia learning (CTML), compares and contrasts the advantages and disadvantages of applying APAs in interactive multimedia settings, and offers a critical review of the literature that summarizes current knowledge on APAs. The study’s implications for instructional design are also covered, and future avenues for expanding our knowledge of APAs’ roles in multimedia learning are investigated.

The modality and contiguity principles are the main topics of this article’s exploration of the cognitive underpinnings of multimedia learning. It addresses how delivering knowledge through audio narration rather than visible on-screen text and maintaining the spatial and temporal closeness of visual and verbal contents may improve learning. The ideas were tested through trials in the study, which concluded that narration outperforms on-screen text and that learning is enhanced by mixed-modality teaching and the proximity of images and textual information.

This paper thorough evaluates 257 publications about video-based learning published between 2016 and 2021. It breaks down the qualities of videos into eight categories: production style, learner activities, interactive features, teacher conduct, audio, visual, and textual aspects. The main goals of the project are to develop tools for learning through films, conduct controlled trials, analyze data, and provide design recommendations for educational videos. This research highlights the significance of many components in videos and their influence on the efficacy of learning.

This research explores the method of instruction principle in classroom applications, which proposes that low-experience learners grasp information delivered through narration better than on-screen text. This study included 79 college students and discovered that the modality principle was ineffective for inexperienced material consumers. The modality principle was found to have varying effects depending on the group, circumstance, and environment.

This article offers a thorough analysis of media comparison studies around the impact of augmented reality, virtual reality, and enhanced virtuality on learning outcomes and the conditions under which these effects can occur. The research project examines the theoretical and practical ramifications of these immersive technologies for cognitive frameworks and how they will affect classroom technology in the future.

This article studies the modality effect in multimedia learning. It examines the benefits of auditory versus visual text modalities in learning with texts and pictures. This study presents a third theory that links early sensory processes to the modality effect. The findings lend credence to the notion that the modality impact might be attributable to early processes in perception and sensory memory rather than a working memory barrier. This article also covers the impact of text modality on text comprehension and picture recognition under various presentation settings.

The authors clarify the relationship between the choice effect and perceived task difficulty while learning with multimedia resources. This study provides helpful details on educational design along with educational methodologies while examining whether learning media could be structured to enhance the learning process.

This book is a thorough guide for educators and administrators on the critical role of educational technology in teaching. It is divided into six parts and seeks to educate instructors and students on the key features of educational technology. The conclusion underlines the critical relevance of learning the fundamentals of educational technology for both instructors and students. It serves as a guide for educational instructors and administrators on the role of educational technology in teaching, with the goal of informing them about the most important components of education technology.

This article explores using video analysis as a method to gain a deeper understanding of teaching-learning interactions. It goes into the many levels of context that shape these exchanges and highlights how crucial it is to take into account a range of contextual elements in order to obtain a more complete picture. The authors stress the value of video analysis in understanding the complexities and dynamics of instruction as well as how it may help create more efficient teaching methods.

This paper highlights the advantages of using videos in e-learning. It goes over how videos improve user participation, effectively show techniques, support a variety of devices, enable interactive learning, and make learning easier. Furthermore, this paper emphasizes the use of videos in resolving e-learning issues like motivation deficiency and isolation. It emphasizes the use of simulations, audio integration, and short films in its advice on how to make video-based e-learning courses.

Researchers identified a lack of connection between the student and teacher in distance learning, so they conducted a Likert Scale survey to assess university student views on online teaching. Results demonstrate challenges in online education that led to the focus on improving online teaching in universities. An online interactive video teaching method was proposed to address issues and achieve goals such as synchronized thinking, enhanced participation, improved teaching quality, and removing the psychological distance. The interactive videos can be categorized as games, giving students the freedom to engage with the content and create their own interactive videos to encourage students’ logical and information technology abilities. This model helps students with independent thinking, self-realization, and academic freedom of thought. Moreover, interactive videos improve teaching quality, enhance online communication, and create positive relationships between students and teachers, ultimately enriching the distance learning experience.

Media Attributions

The featured image was created by Jung-Lynn Jonathan Yang under a CC BY-NC-ND 4.0 license.