{"title":"从观众到参与者：通过互动视频学习的演变","authors":"Adi Perry-Kates, Anat Cohen","doi":"10.1111/jcal.70061","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Analysis of seven different projects, developed by pedagogical and production teams from different educational institutions, was conducted through interviews and quantitative measurements.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70061","citationCount":"0","resultStr":"{\"title\":\"From Viewers to Participants: The Evolution of Learning Through Interactive Video\",\"authors\":\"Adi Perry-Kates, Anat Cohen\",\"doi\":\"10.1111/jcal.70061\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Analysis of seven different projects, developed by pedagogical and production teams from different educational institutions, was conducted through interviews and quantitative measurements.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 3\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-05-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70061\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70061\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70061","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
From Viewers to Participants: The Evolution of Learning Through Interactive Video
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.
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
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