From Viewers to Participants: The Evolution of Learning Through Interactive Video

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-05-19 DOI:10.1111/jcal.70061

Adi Perry-Kates, Anat Cohen

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引用次数: 0

Abstract

Background

In light of the growing need to understand interactive learning effectivity and especially post-Covid 19 pandemic constraints, the key question is how to develop interactive videos in order to get the most effective results.

Objectives

This research aims to explore the pedagogical benefits of interactive video with branching narratives as an up-to-date environment for learning and instruction, in order to encourage curriculum developers as well as instructors to use it.

Methods

Analysis of seven different projects, developed by pedagogical and production teams from different educational institutions, was conducted through interviews and quantitative measurements.

Results

This analysis exposed six different pedagogical benefits: Flexibility, Personalization, Engagement, Evaluation, Interactivity and Problem Solving, all revolving around the Branching Narrative motive of the video. Repetitive patterns were found: developers chose to use specific structural features like looping, branching and opening videos, as well as interactive features like narrative choice and sensitive timer, although many others were available for them.

Conclusion

This research offers valuable insights into the development of interactive video for learning, highlighting trends and emerging pedagogies. The testimonials and pedagogical benefits revealed in this study may pave the way for innovative uses of technology—specifically, interactive videos for learning. It shows that this environment is both flexible and effective, making it suitable for various educational contexts, formal and informal. The programme's analysis and its advantages enhance understanding of this rich learning medium and may inspire others to explore similar approaches in different settings, laying the foundation for future research.

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从观众到参与者：通过互动视频学习的演变

鉴于越来越需要了解互动学习的有效性，特别是covid - 19大流行后的限制，关键问题是如何开发互动视频以获得最有效的结果。本研究旨在探索具有分支叙事的交互式视频作为学习和教学的最新环境的教学效益，以鼓励课程开发者和教师使用它。方法采用访谈和定量测量的方法，对来自不同教育机构的教学和制作团队开发的七个不同项目进行分析。这一分析揭示了六种不同的教学优势：灵活性、个性化、粘性、评估性、互动性和解决问题能力，所有这些都围绕着视频的分支叙事动机。我们发现了重复模式：开发者选择使用特定的结构功能，如循环，分支和打开视频，以及互动功能，如叙述选择和敏感计时器，尽管他们可以使用许多其他功能。本研究为交互式视频学习的发展提供了宝贵的见解，突出了趋势和新兴的教学方法。本研究显示的推荐和教学益处可能为创新使用技术铺平道路，特别是用于学习的交互式视频。这表明这种环境既灵活又有效，适合各种正式和非正式的教育环境。该方案的分析及其优势加强了对这种丰富的学习媒介的理解，并可能激励其他人在不同的环境中探索类似的方法，为今后的研究奠定基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope