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Training the use of interactive videos: effects on mastering different tasks

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Abstract

This study was concerned with identifying prerequisites for the successful use of videos that offer different levels of interactivity. In a homework scenario, 64 ninth graders participated either in a search training demonstrating the efficient use of features facilitating the selection of relevant information or in a control training focusing on the integration of new information with prior knowledge. Following the training, the participants used either a common video that allowed them to control the transient flow of the information via stop and browsing or an enhanced video that additionally facilitated the localization of information via chapter selection and an index. Overall, the students wrote two essays (Essay 1: summary; Essay 2: argument) and performed a search task. The study revealed that, independent of the training condition, students benefitted from the enhanced video for the search task which merely required naming isolated facts. Moreover, in a summary task, the enhanced video resulted in the consideration of information from more different chapters when the task required gathering information from the video; however, this broader consideration of chapters only translated into naming more information after the search training. The data of a second essay requiring inferences about the video’s contents (argument) were not analyzed due to a floor effect. Taken together, these results indicate that the characteristics of a task as well as the students’ knowledge of respective search strategies need to be considered when implementing interactive features in video environments.

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Acknowledgments

This research was supported by German Research Foundation (DFG) Grant Schw706/1-1 awarded to Stephan Schwan.

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  1. Knowledge Media Research Center, Schleichstr. 6, 72076, Tübingen, Germany

    Martin Merkt & Stephan Schwan

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Merkt, M., Schwan, S. Training the use of interactive videos: effects on mastering different tasks. Instr Sci 42, 421–441 (2014). https://doi.org/10.1007/s11251-013-9287-0

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