EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING

Mohammed Kamal Afıfy

doi:10.17718/tojde.803360

EN

EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING

Abstract

The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affect learners’ engagement and their learning through watching digital interactive videos. the main purpose of this study is to examine whether long interactive videos can improve students’ performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of (63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments.

Keywords

Distance education, interactive digital video, video-based learning, video length, etention of learning, cognitive load

References

Alpert, F., & Hodkinson, C. S. (2019). Video use in lecture classes: current practices, student perceptions and preferences. Education and Training, 61(1), 31-45.
Ariffin, S. N. M., & Ismail, M. (2019). Design of the Icon-Based Interactive Video for English Vocabulary Learning. In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016) (pp. 203-212). Springer, Singapore.
Baldwin, S., & Ching, Y. H. (2017). Interactive Storytelling: Opportunities for Online Course Design. TechTrends, 61(2), 179-186.
Betrancourt, M., & Benetos, K. (2018). Why and when does instructional video facilitate learning? A commentary to the special issue “developments and trends in learning with instructional video”. Computers in Human Behavior, 89, 471-475.
Biard, N., Cojean, S., & Jamet, E. (2018). Effects of segmentation and pacing on procedural learning by video. Computers in Human Behavior, 89, 411-417
Blackstock, D., Edel-Malizia, S., Bittner, K., & Smithwick, E. (2017, June). Investigating interactive video assessment tools for online and blended learning. In International Conference on e-Learning (pp. 31-39). Academic Conferences International Limited.
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Bus
Dash, S., Kamath, U., Rao, G., Prakash, J., & Mishra, S. (2016). Audio–visual aid in teaching “fatty liver”. Biochemistry and Molecular Biology Education, 44(3), 241-245.
Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320.

Fern, A., Givan, R., & Siskind, J. M. (2011). Specific-to-general learning for temporal events with application to learning event definitions from video. Journal of Artificial Intelligence Research, 17, 379-449.
Giannakos, M. N., Jaccheri, L., & Krogstie, J. (2016). Exploring the relationship between video lecture usage patterns and students’ attitudes. British Journal of Educational Technology, 47(6), 1259-1275.
Green, M. (2016). How to effectively use interactive videos in eLearning? Retrieved 22nd Jun, 2016 from https://www.brightcarbon.com/blog/effectively-use-interactive-videos-in-elearning/
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: an empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM.
Hung, I. C., & Chen, N. S. (2018). Embodied interactive video lectures for improving learning comprehension and retention. Computers & Education, 117, 116-131.
Ibrahim, M., Antonenko, P. D., Greenwood, C. M., & Wheeler, D. (2012). Effects of segmenting, signalling, and weeding on learning from educational video. Learning, Media and Technology, 37(3), 220-235.
Jill, M. D., Wang, D., & Mattia, A. (2019). Are instructor generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception. Journal of Accounting Education.
Josephsen, J. (2018). Cognitive Load Measurement, Worked-Out Modeling, and Simulation. Clinical Simulation in Nursing, 23, 10-15.
Kruger, J. L., & Doherty, S. (2016). Measuring cognitive load in the presence of educational video: Towards a multimodal methodology. Australasian Journal of Educational Technology, 32(6). Leppink, J., Paas, F., Van der Vleuten, C. P., Van Gog, T., & Van Merrienboer, J. J. (2013). Development of an instrument for measuring different types of cognitive load. Behavior research methods, 45(4), 1058-1072.
Leppink, J., Paas, F., Van Gog, T., van Der Vleuten, C. P., & Van Merrienboer, J. J. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42.
Mayer, R. (2014). Cognitive theory of multimedia learning. The cambridge handbook of multimedia learning (2nd ed.), Cambridge University Press (2014), p. 72
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
Mayer, R. , Pilegard, C. (2014). Principles for managing essential processing in multimedia Learning: Segmenting, pre-training, and modality principles. The Cambridge Handbook of Multimedia Learning (2nd ed.), Cambridge University Press, Cambridge (2014), pp. 316-344.
Meixner, B. (2017). Hypervideos and interactive multimedia presentations. ACM Computing Surveys (CSUR), 50(1), 9.
Merkt, M., & Schwan, S. (2014). Training the use of interactive videos: effects on mastering different tasks. Instructional Science, 42(3), 421-441.
Paas, F., Renkl, A., & Sweller, J. (2003a). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4.
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003b). Cognitive load measurement as a means to advance cognitive load theory. Educational psychologist, 38(1), 63-71.
Palaigeorgiou, G., & Papadopoulou, A. (2018). Promoting self-paced learning in the elementary classroom with interactive video, an online course platform and tablets. Education and Information Technologies, 1-19.
Palaigeorgiou, G., Papadopoulou, A., & Kazanidis, I. (2018, June). Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines. In International Conference on Technology and Innovation in Learning, Teaching and Education (pp. 503-518). Springer, Cham.
Pandey, A. (2018). How Can You Use Interactive Videos Effectively In eLearning? Retrieved March 27th, 2018 from https://www.eidesign.net/can-use-interactive-videos-effectively-elearning/
Petan, A. S., Petan, L., & Vasiu, R. (2014). Interactive video in knowledge management: Implications for organizational leadership. Procedia-Social and Behavioral Sciences, 124, 478-485.
Plass, J. L., Moreno, R., & Brunken, R. (Eds.). (2010). Cognitive load theory. Cambridge University Press.
Razis, S. N. I. M., Radzuan, L. E. M., & Manan, J. (2018). Improving Teaching and Learning Module Through Implementation of Mnemonic Method and Interactive Video for Subject of History Studies. In Proceedings of the Art and Design International Conference (AnDIC 2016) (pp. 431- 435). Springer.
Risko, E. F., Anderson, N., Sarwal, A., Engelhardt, M., & Kingstone, A. (2012). Everyday attention: Variation in mind wandering and memory in a lecture. Applied Cognitive Psychology, 26(2), 234- 242.
Rismark, M., & Sølvberg, A. M. (2019). Video as a Learner Scaffolding Tool. International Journal of Learning, Teaching and Educational Research, 18(1).
Rudolph, M. (2017). Cognitive theory of multimedia learning. Journal of Online Higher Education, 1(2), 1-10.
Sauli, F., Cattaneo, A., & van der Meij, H. (2018). Hypervideo for educational purposes: a literature review on a multifaceted technological tool. Technology, pedagogy and education, 27(1), 115-134.
Shahrokni, S. E. (2018). Using interactive video in learning education. Teaching English with Technology, 18(1), 105-115.
Shelton, C. C., Warren, A. E., & Archambault, L. M. (2016). Exploring the use of interactive digital storytelling video: Promoting student engagement and learning in a university hybrid course. TechTrends, 60(5), 465-474.
Slemmons, K., Anyanwu, K., Hames, J., Grabski, D., Mlsna, J., Simkins, E., & Cook, P. (2018). The impact of video length on learning in a middle-level flipped science setting: implications for diversity inclusion. Journal of Science Education and Technology, 27(5), 469-479.
Song, H. S., Pusic, M., Nick, M. W., Sarpel, U., Plass, J. L., & Kalet, A. L. (2014). The cognitive impact of interactive design features for learning complex materials in medical education. Computers & education, 71, 198-205.
Staff, E. (2014). EDpuzzle review: Easy-to-use tool lets teachers quickly turn online video into lessons. Retrieved April, 1, 2016.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295-312.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22(2), 123-138.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Measuring cognitive load. In Cognitive load theory (pp. 71-85). Springer, New York, NY.
Wachtler, J., Hubmann, M., Zohrer, H., & Ebner, M. (2016). An analysis of the use and effect of questions in interactive learning-videos. Smart Learning Environments, 3(1), 13.
Wachtler, J., Scherz, M. & Ebner, M. (2018). Increasing learning efficiency and quality of students´ homework by attendance monitoring and polls at interactive learning videos. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1337-1347). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in human behavior, 71, 79-89.

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Mohammed Kamal Afıfy ^* This is me
0000-0001-9248-9074
Saudi Arabia

Publication Date

October 1, 2020

Submission Date

October 13, 2019

Acceptance Date

-

Published in Issue

Year 2020 Volume: 21 Number: 4

DOI

https://doi.org/10.17718/tojde.803360

IZ

https://izlik.org/JA92MA46BB

APA

Afıfy, M. K. (2020). EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING. Turkish Online Journal of Distance Education, 21(4), 68-89. https://doi.org/10.17718/tojde.803360

AMA

1.Afıfy MK. EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING. TOJDE. 2020;21(4):68-89. doi:10.17718/tojde.803360

Chicago

Afıfy, Mohammed Kamal. 2020. “EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING”. Turkish Online Journal of Distance Education 21 (4): 68-89. https://doi.org/10.17718/tojde.803360.

EndNote

Afıfy MK (October 1, 2020) EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING. Turkish Online Journal of Distance Education 21 4 68–89.

IEEE

[1]M. K. Afıfy, “EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING”, TOJDE, vol. 21, no. 4, pp. 68–89, Oct. 2020, doi: 10.17718/tojde.803360.

ISNAD

Afıfy, Mohammed Kamal. “EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING”. Turkish Online Journal of Distance Education 21/4 (October 1, 2020): 68-89. https://doi.org/10.17718/tojde.803360.

JAMA

1.Afıfy MK. EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING. TOJDE. 2020;21:68–89.

MLA

Afıfy, Mohammed Kamal. “EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING”. Turkish Online Journal of Distance Education, vol. 21, no. 4, Oct. 2020, pp. 68-89, doi:10.17718/tojde.803360.

Vancouver

1.Mohammed Kamal Afıfy. EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING. TOJDE. 2020 Oct. 1;21(4):68-89. doi:10.17718/tojde.803360