Authoring Hypervideos Learning Objects

Damasceno, Andre Luiz Brandao de; Busson, Antonio José G.; Lima, Thacyla Sousa; Neto, Carlos de Salles Soares

doi:10.1007/978-3-030-35102-1_6

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…To remedy the passive viewing problem in traditional videos, interactive videos, also called "hypervideos", are gaining popularity in online and distance learning. As Damasceno et al (2020) state, they can easily be created as learning objects by teachers themselves thanks to the use of authoring tools. While initial interactive video tools were designed by individual researchers (J.…”

Section: Interactive Videos In Listening Instructionmentioning

confidence: 99%

“…This finding globally suggests that carefully crafted lessons with interactive videos can motivate learners to study listening. As Damasceno et al (2020) state, interactive videos could easily be prepared by teachers, yet there seems to be various issues to consider when producing interactive videos, such as the content and its presentation in videos, the type and frequency of interactive components, comprehensibility of the speech, and so forth. Teachers must consider these issues critically based on the characteristics of their participants.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

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English language learners’ experiences of using interactive videos in EFL listening

Bakla,

Demiröz

2024

JALTCALL

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As blended and online courses are becoming more prevalent, there is need for research into how digital tools might help teachers increase learner motivation and engagement in online learning. This qualitative case study explores learners’ perceptions of interactive videos, with a particular focus on perceived levels of learner motivation and engagement, along with the apparent value of the interactive elements in providing feedback and improving listening comprehension. The participants were 37 freshman EFL learners, majoring in English language teaching. The data were collected through semi-structured interviews with six participants and the learning analytics module of the interactive video software. The six interview participants, along with 31 others, also responded to reflective journal prompts. The participants reported that interactive videos provided them with meaningful input and timely feedback, and the perceived improvement in their listening skills motivated them. Most of the participants reported that they preferred interactive components for promoting higher engagement, but they also highlighted that having frequent interactive elements distracted them from the content.

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Section: Interactive Videos In Listening Instructionmentioning

confidence: 99%

Section: Pedagogical Implicationsmentioning

confidence: 99%