Interactive Videos vs. Hypertext Documents – The Effect on Learning Quality and Time Effort when Acquiring Procedural Knowledge

Abstract

The use of information systems and the rise of new learning concepts have changed the way individuals are acquiring knowledge in organizational, educational and private contexts. Recently, video tutorials have become a widely-used instrument for learning and successful platforms emerged, offering massive open online courses based on video content. With the existence of different learning technologies the question arises: How these media formats affect the learning performance of individuals? We introduce interactive videos as a new media format and compare this technology to hypertext documents in an educational context. Our results from an experiment with 130 participants reveal that the learning quality can be significantly increased when interactive videos are used to acquire procedural knowledge. However, we did not observe any effect on time effort.

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

“…These were heavily explored in data analysis articles (see Section 5.3 and Figure 3) and in some tool proposals for developing predictors (see Section 5.1.4) and analytic tools (see Section 5.1.6 and Figure 6). Interactive features (e.g., quizzes embedded in the video, in-video annotations) were popularly scrutinized in experiments to evaluate their effectivity [11,33,34,41,46,47,53,84,100,113,119,129,130,142,157,172,175,188,210,222,234,240,248,259] but also were integrated in tools for creating videos with interactive elements (see Section 5.1.2 Figure 3).…”

“…The presence of an instructor was also very common among the experiments (36%) [18,19,30,46,55,93,96,98,116,180,192,193,223,229,230,254]. Less frequent production styles included handwriting (e.g., Khan-style, classroom-style videos) (16%), [93,136,190,204,209,223,230], talking-head (16%) [30,49,93,145,[190][191][192], screencasts (14%) [73,74,113,186,241,242], productions with virtual reality and 360-degree characteristics (14%) [11,33,47,84,100,175], and animations in videos (content created entirely with drawings, illustrations, or computer-generated effects) (14%) [6,42,145,170,205,…”

21st International Symposium on Aviation Psychology

“…Furthermore, the literature suggests that this type of training can be equally or more effective than similarly focused classroom-based instruction-effectiveness of non-simulation E&DL largely depends on the design of each training. Evidence of this comes from (a) computer-based training (e.g., Kearns, 2011); (b) web-based training (e.g., ; (c) multimedia/video (e.g., Keller et al, 2019); (d) webinars/video conferencing (e.eg., Abbot et al, 2017); and (e) intelligent tutoring systems (ITS; e.g., Kulik & Fletcher, 2016). In all of the aforementioned examples, learning tools such as video content and intelligent tutoring functionality were part of the training, and we therefore suggest them for inclusion in training of procedures using modern training approaches such as E&DL.…”