Learning with hyperlinked videos—design criteria and efficient strategies for using audiovisual hypermedia

Zahn, Carmen; Barquero, Beatriz; Schwan, Stephan

doi:10.1016/j.learninstruc.2004.06.004

Cited by 62 publications

(40 citation statements)

References 17 publications

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“…Involvement in the Cell Division case was induced by a news video-so students knew the case was real, and the multimedia segment may have added to the emotion that peaked students' curiosity. This corroborates research on the beneficial effects of emotional media used to teach students about skin cancer, as compared to conditions in which students learned the facts about skin cancer without an emotional story context (Morris and Ellwood 1996), and fits with recommendations for designing hypermedia (Zahn et al 2004).…”

Section: Discussionsupporting

confidence: 82%

Context matters: increasing understanding with interactive Clicker Case studies

Lundeberg

Kang

Wolter

et al. 2011

Education Tech Research Dev

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Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students' performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases

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Section: Discussionsupporting

confidence: 82%

Context matters: increasing understanding with interactive Clicker Case studies

Lundeberg

Kang

Wolter

et al. 2011

Education Tech Research Dev

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“…The teacher annotated the video to highlight important elements ('augmenting') (Zahn, Barquero, and Schwan 2004;Chambel, Zahn, and Finke 2006).…”

Section: Scenario 3: Collaborative Writing On Critical Work Situationmentioning

confidence: 99%

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

Schwendimann

Cattáneo²,

Zufferey

et al. 2015

Journal of Vocational Education & Training

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Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multidimensional pedagogical model, called the 'Erfahrraum', for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The 'Erfahrraum' model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasises the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the 'Erfahrraum' model.

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“…The experimental research conducted at the University of Tübingen/Germany in cooperation with the Computer Graphics Center Darmstadt/ Germany with an earlier version of this Hypervideo System revealed that hypervideos provide a very successful mode of learning, also positively acknowledged by the satisfaction of the subjects (N = 74). Results further suggest that slight variations in design options concerning position and number of links to additional information did not significantly influence navigation and successful knowledge acquisition in individual learning, but individual strategies and navigation behaviour, including exploration activity, redundancy, and duration of links activated, were significantly and positively correlated with knowledge acquisition [24]. Our current research projects focus on collaborative learning and include an implementation study with two media psychology courses at the Universities of Muenster/Germany and Linz/Austria.…”

Section: Dynamic Information Spaces (Dis)mentioning

confidence: 79%

“…The definition of design guidelines and the development of effective and flexible production frameworks and authoring tools can help to meet these challenges. Some work has been done in this direction [2,3,23,24], but more research needs to be done. We intend to explore a broader approach to the support of individual and collaborative learning, inspired by field studies in different learning contexts that might raise specific challenges and require differentiated support.…”

Section: Discussionmentioning

confidence: 99%

“…For example, hypervideo, which refers to the integration of video in hypermedia structures, can be expected to contribute to learning in very distinct ways: as a presentation medium, it can support self-regulated cognitive processing of dynamic visualizations; as a non-linear and interactive medium, it allows for reflective and elaborative knowledge acquisition, individually or in groups [3,7,24,25]. These ideas will be discussed in more detail in the following sections.…”

Section: Introductionmentioning

confidence: 99%

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