This document summarizes research on interactive videos. It presents findings from multiple studies that show interactive videos can positively influence learning outcomes and student engagement. Specifically, one study found question-embedded videos encouraged learning and interaction. Another found participants using interactive videos scored higher on post-tests. Overall, the research suggests interactive videos show promise but more work is needed to determine best practices and their full effects on learning and engagement.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
The State of Closed Captioning in Higher Education3Play Media
How are schools handling captions? How do captions improve learning for college students? Where does the budget come from? To what extent is captioning motivated by fear of litigation?
Presenting on the results from two national research studies and a survey on closed captioning in higher education, Katie Linder from Oregon State University Ecampus Research Unit and Lily Bond from 3Play Media will look at the current state of closed captioning in 2017 at colleges and universities across the US.
Together, these surveys provide a clearer picture of the benefits, solutions, complications, and direction of closed captioning in higher education.
This presentation will cover:
How and why students are using closed captioning
Perceived benefits of captioning beyond accessibility
How colleges and universities are handling closed captioning
Current successes and limitations of captioning in higher ed
Comparison of captioning practices for face-to-face, online, and institutional marketing content
How colleges & universities perceive and react to legal requirements for captioning
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
The State of Closed Captioning in Higher Education3Play Media
How are schools handling captions? How do captions improve learning for college students? Where does the budget come from? To what extent is captioning motivated by fear of litigation?
Presenting on the results from two national research studies and a survey on closed captioning in higher education, Katie Linder from Oregon State University Ecampus Research Unit and Lily Bond from 3Play Media will look at the current state of closed captioning in 2017 at colleges and universities across the US.
Together, these surveys provide a clearer picture of the benefits, solutions, complications, and direction of closed captioning in higher education.
This presentation will cover:
How and why students are using closed captioning
Perceived benefits of captioning beyond accessibility
How colleges and universities are handling closed captioning
Current successes and limitations of captioning in higher ed
Comparison of captioning practices for face-to-face, online, and institutional marketing content
How colleges & universities perceive and react to legal requirements for captioning
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
How to Build and Lead a High Quality Preschool Inclusion ProgramBrookes Publishing
Inclusion is clearly related to better outcomes for young children—but reports from the US Department of Education show the practice has grown just 5% over the past 27 years. In this webinar, learn how to step up the progress of early childhood inclusion. Dr. Erin Barton, Assistant Professor in the Department of Special Education at Vanderbilt University, and Dr. Barbara J. Smith, Research Professor, Director of the Center for Evidence-Based Practice in Early Learning School of Education and Human Development, University of Colorado Denver, provide an overview of their book, The Preschool Inclusion Toolbox.
Learn some of the tools needed to:
• Overcome challenges and support high-quality preschool inclusion
• Implement an action plan for inclusion
• Establish a strong inclusion team to make collaborative decisions
Preservice ECSE, school administrators, special education directors, Head Start administrators, and child care program directors will benefit from this webinar.
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
After this session participants should be able to:
1. Define: team-based learning (“TBL”)
2. Rank benefits: rank order the top three reasons TBL would benefit students
3. Rank challenges: rank order the top three concerns about implementing TBL in the online asynchronous modality
Webinar: Making Learning Mobile 2.0 study Julie Evans
Learn the results from our Making Learning Mobile 2.0 Study
The Making Learning Mobile 2.0 study takes an in-depth look at the impact of 1-to-1 tablet implementation, including Internet access outside the classroom, with Chicago Public Schools students. Kajeet®, the only wireless service provider dedicated to kids and education, and Project Tomorrow®, a national education nonprofit, announce the results from a two-year-long study on the impact of mobile devices on teaching and learning. The project was sponsored by Kajeet with funding from Qualcomm’s Wireless Reach Initiative. http://www.tomorrow.org/publications/MakingLearningMobile2.html
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
How to Build and Lead a High Quality Preschool Inclusion ProgramBrookes Publishing
Inclusion is clearly related to better outcomes for young children—but reports from the US Department of Education show the practice has grown just 5% over the past 27 years. In this webinar, learn how to step up the progress of early childhood inclusion. Dr. Erin Barton, Assistant Professor in the Department of Special Education at Vanderbilt University, and Dr. Barbara J. Smith, Research Professor, Director of the Center for Evidence-Based Practice in Early Learning School of Education and Human Development, University of Colorado Denver, provide an overview of their book, The Preschool Inclusion Toolbox.
Learn some of the tools needed to:
• Overcome challenges and support high-quality preschool inclusion
• Implement an action plan for inclusion
• Establish a strong inclusion team to make collaborative decisions
Preservice ECSE, school administrators, special education directors, Head Start administrators, and child care program directors will benefit from this webinar.
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
After this session participants should be able to:
1. Define: team-based learning (“TBL”)
2. Rank benefits: rank order the top three reasons TBL would benefit students
3. Rank challenges: rank order the top three concerns about implementing TBL in the online asynchronous modality
Webinar: Making Learning Mobile 2.0 study Julie Evans
Learn the results from our Making Learning Mobile 2.0 Study
The Making Learning Mobile 2.0 study takes an in-depth look at the impact of 1-to-1 tablet implementation, including Internet access outside the classroom, with Chicago Public Schools students. Kajeet®, the only wireless service provider dedicated to kids and education, and Project Tomorrow®, a national education nonprofit, announce the results from a two-year-long study on the impact of mobile devices on teaching and learning. The project was sponsored by Kajeet with funding from Qualcomm’s Wireless Reach Initiative. http://www.tomorrow.org/publications/MakingLearningMobile2.html
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
Teacher perceptions of the instructional effectiveness and impact of youTube & Ning- facilitated video vs. LMS-supported text-based reflections as instructional tools in online graduate classes
TITLE: INSTRUCTIONAL VIDEO IN E-LEARNING: ASSESSING THE IMPACT OF INTERACTIV...nuli
mainly focused on investigating the impact of interactive video on e-learning effectiveness through an empirical study. learning by asking (LBA), a multimedia based e-learning system, integrates multimedia instructional material including video lectures, PowerPoint slides, and lecture notes
Video that matters enhancing student engagement through interactive oct14Sirui Wang
This is presentation focused on video-centric program for online education. Using interactive video lecture to enhance students' active learning experience in online environment is crucial in online education.
Effective use of video modelling to teach individuals with reading difficultiesSaud990443
Research and Evaluation: Effective use of video modelling to teach individuals with reading difficulties
EDGI900: Assessment 3 Research and Evaluation
Name: Saud Falah ALjohani 6418922
Tutor: Dr Sarah Howard
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
Adding Audio Feedback Using Vocaroo in Online Courses: Does it Add Value?Ashford University
Drs. Andree Swanson, Maja Zelihic, Paula Zobisch, Renee Hill, Diane Hamilton, Brenda Forde, and Bill Davis conducted a qualitative study to identify the student perceptions of connection and engagement (e-connectivity) when listening to audio feedback provided through the free software, Vocaroo (a web-based service for sending voice messages). The working hypothesis was that providing audio feedback via Vocaroo would result in increased e-connectivity (social connection-engagement). The team of researchers used this in a variety of management, marketing, and accounting courses at the undergraduate and graduate level. The results were positive and further strengthened the desire for students’ e-connectivity and engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. Question 1
True or False: People are starting to look at the
effects interactive videos have on student
learning and learning outcomes as well as
whether or not they increase student
engagement.
A. True
B. False
9. Question 2
True or False: One study’s results show the
question-embedded videos encouraged student
learning and increased the amount of
interaction students had with learning materials
and the amount of time students spent using
learning materials.
A. True
B. False
10. Question 3
True or False: One study’s results show the
participants in the interactive learning videos
group had much less of a positive learning
attitude than the participants in the traditional
group.
A. True
B. False
11. Question 4
One study’s results show:
A. Interactive thematic videos are helpful when it comes to student
learning.
B. The results of the pre-test show all participants’ initial knowledge
and experience with Microsoft office and similar applications were
the same.
C. Participants who used interactive video-based materials to learn
scored higher on the post-test than the participants who used
traditional video-based materials to learn.
D. The results of the questionnaire showed the learning attitudes of
the participants who used the video-base materials to learn were
more positive than the attitudes of the participants who used the
traditional video-based materials to learn.
E. All of the above.
12. Past Research
Continue
Chen, Y. (2012a). The effect of thematic video-based instruction on learning and
motivation in e-learning. International Journal of Physical Sciences,
7(6), 957-965. doi: 10.5897/IJPS11.1788
Vural, Ö. F. (2013). The impact of a question-embedded video-based learning
tool on e-learning. Educational Sciences: Theory & Practice, 13(2),
1315-1323. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno
=EJ1017292
Chen, Y. (2012). A study on interactive video-based learning system for learning
courseware. Research Journal of Applied Sciences, Engineering and
Technology, 4(20), 4132-4137. Retrieved from
http://www.maxwellsci.com/print/rjaset/v4-4132-4137.pdf
13. Need for More Research
Continue
Best
Practices
Positive
Effects
Influence
on
Learning
Embedded
Questions
Student
Engagement
14. Need for More Research
Continue
Best
Practices
Positive
Effects
Influence
on
Learning
Embedded
Questions
Student
Engagement
15. Need for More Research
Continue
Best
Practices
Positive
Effects
Influence
on
Learning
Embedded
Questions
Student
Engagement
16. Need for More Research
Continue
Best
Practices
Positive
Effects
Influence
on
Learning
Embedded
Questions
Student
Engagement
17. Need for More Research
Continue
Best
Practices
Positive
Effects
Influence
on
Learning
Embedded
Questions
Student
Engagement
18. Need for More Research
Continue
Best
Practices
Positive
Effects
Influence
on
Learning
Embedded
Questions
Student
Engagement
19. Question 5
True or False: There is no need for more
research on interactive videos in education.
A. True
B. False
20. Question 6
Addition research on interactive videos in education can:
A. Contribute to determining best practices for interactive
videos.
B. Further explore the positive effects interactive videos
have on learning
C. Help determine if interactive videos with embedded
interactive features have an influence on learning.
D. Help investigate the effects interactive videos with
embedded questions have on student learning.
E. Help investigate the effect interactive videos have on
student engagement.
F. All of the above.
22. References
Chen, Y. (2012). A study on interactive video-based learning system for learning courseware. Research Journal of Applied Sciences,
Engineering and Technology, 4(20), 4132-4137. Retrieved from http://www.maxwellsci.com/print/rjaset/v4-4132-
4137.pdf
Chen, Y. (2012a). The effect of thematic video-based instruction on learning and motivation in e-learning. International Journal of
Physical Sciences, 7(6), 957-965. doi: 10.5897/IJPS11.1788
Cherrett, T., Dror, I. E., Maynard, S., Price, J., & Wills, G. (2009). Making training more cognitively effective: making videos interactive.
British Journal Of Educational Technology, 40(6), 1124-1134. doi:10.1111/j.1467-8535.2009.00985.x
Merkt, M., & Schwan, S. (2014). Training the use of interactive videos: effects on mastering different tasks. Instructional Science,
42(3), 421-441. doi:10.1007/s11251-013-9287-0
Vural, Ö. F. (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory &
Practice, 13(2), 1315-1323. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1017292
Edu Cannon EDpuzzle
Editor's Notes
This is the background that will be used throughout the captivate module. The text color and font, buttons, and images used throughout this storyboard will be used throughout the module.
Image file: background
Page Details: Music will start playing and then it will fade out when I begin talking. The title and image will appear right before I begin talking. The “continue” button will appear when I stop talking.
Script: Hi! In this module we will discuss research that has been done on interactive videos in education and why there is still a need for research in this area. The use of videos in instruction is becoming more and more popular in education. There have been many studies done on the use of videos in instruction and whether or not it effects or increases student learning and learning outcomes. Now people are looking at the effects interactive videos have on student learning and learning outcomes as well as whether or not they increase student engagement. More research in this area can contribute to the learning and understanding of interactive videos and the effect they have on learning. First let’s look at the findings of three past research studies that focused on the use of videos in education and then discuss the need for more research on interactive videos.
Music source: http://www.youtube.com/watch?v=ztW5XUkAgF0
Audio file (created by me): audio_1
Image source: https://c1.staticflickr.com/1/108/291548438_483a00a606_z.jpg?zz=1
Image file: image_1
Answer: A. True
Page Details: When the page first appears the title will be there. Shortly after I start talking the images will appear. Each image represents a study. The viewers will be instructed to scroll over each image in order to hear the details about a study. When I stop talking viewers can scroll over the images to hear about the studies and the “continue” button will appear.
Script: Now we are going to go over some past research that was done on interactive videos in education and its effect on learning. Each image below represents a study. Scroll over an image in order to hear about one of the studies. When you are done click on continue to move on in the module.
See the next three slides for the script and audio files that will be used for each image.
Audio File (created by me): audio_2
Image sources:
Image in top left - http://pixabay.com/p-390297/?no_redirect
Image in top right - https://c2.staticflickr.com/2/1227/543067160_688e299f21_z.jpg?zz=1
Image on bottom - http://pixabay.com/p-481821/?no_redirect
Image files:
image_2
image_3
image_4
Page Details: This page goes over the details for the image in the top left for when a viewer scrolls over the image to hear about a study.
Script: A study was conducted with 318 teacher education students in an introduction level computer literacy class at public university in southeastern Turkey. Participants were split up into two groups. One group used interactive videos with embedded questions to learn material and the other groups used interactive videos without embedded questions to learn material. The study results show the interactive videos with embedded questions increased student learning. The group who had the embedded questions learned more and performed better than the group who did not have the embedded questions. The question-embedded videos encouraged student learning and increased the amount of interaction students had with learning materials and the amount of time students spent using learning materials. The study results also show how interactivity with learning materials is an important aspect of video-based learning especially when it comes to e-learning and increasing student achievement.
Audio File (created by me): audio_3
Image source: Image in top left - http://pixabay.com/p-390297/?no_redirect
Image file: image_2
Page Details: This page goes over the details for the image in the top right for when a viewer scrolls over the image to hear about a study.
Script: A study was conducted with 124 participants from a university of technology in southern Taiwan. The participants were learning about Adobe Photoshop. Participants were split up into three groups: the Interactive Learning Video (ILV) group, the Non-interactive video group, and the Traditional group. Results of the three tests and questionnaire used during the study show the interactive learning videos (ILV) had positive effects on learning outcomes and learner motivation. Participants in the ILV group scored higher on the retention test than the participants in the other two groups. The questionnaire showed the learning attitude of the participants in the ILV group was the most positive out of the three groups. The ILV group participants had a much more positive learning attitude than the Traditional group. The study results show the participants thought the interactive learning videos were effective and helpful. Results also show how interactive learning videos can increase student learning and achievement as well as promote student motivation.
Audio File (created by me): audio_4
Image source: Image in top right - https://c2.staticflickr.com/2/1227/543067160_688e299f21_z.jpg?zz=1
Image file: image_3
Page Details: This page goes over the details for the image on the bottom for when a viewer scrolls over the image to hear about a study.
Script: A study was conducted with 76 participants at a university of technology in southern Taiwan where the participants were enrolled in a Computer Application Software course where they were learning Microsoft office skills. Participants were randomly placed into an experimental group or a control group. Participants in the experimental group were taught the content with interactive thematic video-based material, and participants in the control group were taught the content with traditional video-based materials. The study results show interactive thematic videos are helpful when it comes to student learning. The results of the pre-test used during the study show all participants’ initial knowledge and experience with Microsoft office and similar applications were the same. Participants in the experimental group scored higher on the post-test than the participants in the control group. The results of the questionnaire used in the study show the learning attitudes of the participants in the experimental group were more positive than the attitudes of the participants in the control group. Questionnaire results also show participants who used the interactive thematic video-based materials had better learning motivation than participants who used the non-interactive (traditional) video materials.
Audio File (created by me): audio_5
Image source: Image on bottom - http://pixabay.com/p-481821/?no_redirect
Image file: image_4
Answer: A. True
Answer: B. False
Answer: E. All of the above.
Page Details: This page will provide viewers with the APA references to the three studies that were discussed in case they want to read more about them. When the page first appears everything will be on the page except for the “continue” button. The continue button will appear when I stop talking.
Script: Here are the APA references to the three studies that were discussed in case you would like to read more about them. The references are next to the images the studies were lined up with on the previous slides. Click continue to move on in the module and learn about why there is a need for more research on interactive videos in education.
Audio File (created by me): audio_6
Image source:
Image in top left - http://pixabay.com/p-390297/?no_redirect
Image in top right - https://c2.staticflickr.com/2/1227/543067160_688e299f21_z.jpg?zz=1
Image on bottom - http://pixabay.com/p-481821/?no_redirect
Image files:
image_2
image_3
image_4
Page Details: When the page first appears the title will be there. Shortly after I start talking the images will appear. Each image represents a reason as to why there is a need for more research on interactive videos in education. The viewers will be instructed to scroll over each image in order to hear one of the reasons. When I stop talking viewers can scroll over the images to hear about the different reasons and the “continue” button will appear.
Script: The three studies that were discussed help show the positive effects interactive videos have on learning and student motivation. Since interactive videos are relatively new and so is its research it is important for more research to be done in this area. Scroll over the images below in order to learn about reasons why additional research on interactive videos is important. When you are done click on continue to move on in the module.
See the next four slides for the script and audio files that will be used for each image.
Audio File (created by me): audio_7
Image sources: All the images on this page were created by me.
Image files:
image_5
image_6
image_7
image_8
image_9
Page Details: This page goes over the details for the image in the top left for when a viewer scrolls over the image to hear about a reason.
Script: Online instruction, e-learning, and distance education is becoming increasingly popular and so is the use of videos in these three domains. Reports show distance education learners like instructional videos more than any other instructional media tool. Educational video materials are used in over fifty percent of distance education programs in the United States. The Internet and many technology tools make it possible and easy to implement educational videos in instruction. Additional research can help contribute to determining best practices for using instructional videos, specifically interactive instructional videos.
Audio File (created by me): audio_8
Image source:
Image in top left - created by me
Image file:
image_5
Page Details: This page goes over the details for the image in the top right for when a viewer scrolls over the image to hear about a reason.
Script: Many studies have been done on linear video-based instruction. Past studies have shown linear video-based instruction had no positive effect on learning outcomes. Many times artificial learning and little transfer occurs since learners are passively learning when watching linear videos. More recent studies have shown non-linear, interactive videos increased learner engagement and had a positive effect on learning. Additional research will help further explore the positive effects interactive videos have on learning as well as more directly compare the effects non-interactive videos have on learning and the effects interactive videos have on learning.
Audio File (created by me): audio_9
Image source:
Image in top right - created by me
Image file:
image_6
Page Details: This page goes over the details for the image in the center for when a viewer scrolls over the image to hear about a reason.
Script: Most studies conducted to analyze the effects interactive videos have on learning use interactive videos where learners are able to select, stop, play, and replay parts of the video multiple times with ease. There is not that much research on the influence video-based instruction with embedded interactive features, like questions, have on student learning. Additional research will help determine if interactive videos with embedded interactive features have an influence on student learning.
Audio File (created by me): audio_10
Image source:
Image in the center - created by me
Image file:
image_7
Page Details: This page goes over the details for the image on the bottom left for when a viewer scrolls over the image to hear about a reason.
Script: There are many video environments and video editing tools today where many interactive features are available and can be implemented into traditional, linear videos in order to make them interactive videos. Interactivity in videos has a positive effect on learning. Since there are many interactive features available it is important to investigate which features are the most effective features to implement in videos to make them interactive and increase student learning. Additional research will help contribute to this investigation by studying the effects interactive videos with embedded questions have on student learning, which will help determine if embedded questions is a best practice for interactive videos.
Audio File (created by me): audio_11
Image source:
Image on bottom left - created by me
Image file:
image_8
Page Details: This page goes over the details for the image on the bottom right for when a viewer scrolls over the image to hear about a reason.
Script: Interactive videos have the potential to increase student engagement and allow students to engage with the material in many different ways. Since research in this area is still relatively new it is important to research the effects interactive videos have on student engagement. Since there are many interactive features that can be used it is also important to research which features are engaging for students. Additional research will help investigate the effect interactive videos have on student engagement where the embedded questions is the interactive feature being used.
Audio File (created by me): audio_12
Image source:
Image on bottom right - created by me
Image file:
image_9
Answer: B. False
Answer: F. All of the above.
Page Details: This page will review the viewers’ quiz results and then take the viewer back through each question.
Page Details: Everything will be on the page when it first appears. Toward the end of me talking music will fade in.
Script: Even though many studies have been done on interactive videos in education there are many areas that can be studied when it comes to interactive videos and since it is a relatively new practice in education it is important to understand how it affects learning. Here are a list of the sources that were used to create this module. If you are interested in creating your own interactive videos, some free online software that you can use is Edu Cannon and EDpuzzle.
Music source: http://www.youtube.com/watch?v=ztW5XUkAgF0
Audio file (created by me): audio_13
Image sources: I created the images on this page.
Image files:
image_10
image_11