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

Year 2020, Volume: 21 Issue: 4, 68 - 89, 01.10.2020

Mohammed Kamal Afıfy

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

Cited By: 34

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

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