ویدئو آموزشی در یادگیری الکترونیکی: بررسی اثرات ویدیو تعاملی بر یادگیری موثر

Interactive video in an e-learning system allows proactive and random access to video content. Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments. Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. The findings suggest that it may be important to integrate interactive instructional video into e-learning systems.

Learning provides “intellectual growth that leads to scientific reasoning, abstract thought, and formal operations” [36]. As information technologies like virtual workspaces and digital libraries have evolved, they have added new environments for teaching and learning and have given rise to new areas for research. Learning enhanced by information technologies is gaining momentum. This is partially in response to the demand for reduction in time-to-competency in the knowledge-based economy, spurred by intensive competition and globalization. Companies need to offer effective training to employees and business partners to ensure that they acquire new skills in a timely manner. In academia, education must be delivered to remote students who do not have physical access to the campus. E-learning has recently become a promising alternative to the traditional classroom learning, helping society move toward a vision of lifelong and on-demand learning [56]. It has become one of the fastest-moving trends [51] and aims to provide a configurable infrastructure that integrates learning material, tools, and services into a single solution to create and deliver training or educational content quickly, effectively, and economically [37]. Thousands of online courses are now being offered. Not only can instructional material be made available on the Internet but online collaborative learning and discussions can also occur. Video is a rich and powerful medium being used in e-learning. It can present information in an attractive and consistent manner. Prior studies have investigated the effect of instructional video on learning outcomes [47]. However, the instructional video used in early studies was primarily either broadcasted through TV programs or stored on CD-ROMs. The linear nature of such video instructions produced inconsistent results [24]. Recent advances in multimedia and communication technologies have resulted in powerful learning systems with instructional video components. The emergence of non-linear, interactive digital video technology allows students to interact with instructional video. This may enhance learner engagement, and so improve learning effectiveness. A major ‘media attribute’ of interactive video is random access to video content [45]—users can select or play a segment with minimal search time. The concept is not new but is taking on new forms. However, the effect of interactive video on e-learning is still not well understood. In our research, we 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. The LBA system promotes high levels of interaction by allowing learners to access individual video segments directly. In our empirical study, there were four different learning settings: 1. an e-learning environment with interactive video; 2. an e-learning environment with non-interactive video; 3. an e-learning environment without instructional video; and 4. the traditional classroom. The learning outcomes and levels of learning satisfaction in each setting were collected and analyzed to yield a better understanding of how interactive video can be used to improve e-learning.

Researchers have reported mixed results with deploying multimedia e-learning systems. Our study demonstrated that simply incorporating video into e-learning environments may not always be sufficient to improve learning. Interactive video that provides individual control over random access to content may lead to better learning outcomes and higher learner satisfaction. The study offered an explanation for inconsistent findings reported in previous studies. It suggests that interactivity can be a valuable means to improve learning effectiveness in e-learning environments.