Abstract
In times of rapid technological change towards digital technologies, educational institutions increasingly use interactive videos to support effective learning both in online and face-to-face lessons and across many subjects. However, the mechanisms underlying video-based learning – especially active learning - have not yet been conclusively clarified. Research into active video-based learning, which has been significant to date, has been conducted mostly in higher education and with university students. Consequently, systematic studies on how interactive videos can be used for meaningful learning in school-based education is crucial. The present contribution describes a field experiment with 16-year-old school students (N = 78) and realistic video-based physics lessons at secondary school level II. Students’ learning was supported by the video tool “ivideo.education”. The study investigated three learning conditions in order to explore the influences of in-video quizzes and writing annotations on learning success and interest. Data was collected by means of pre-, post- and delayed post-tests. Results show a consistent tendency on a descriptive level that the combination of in-video quizzes and continuous writing of annotations leads to higher learning success and interest than post-video quizzes or post-video annotation writings.
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Leisner, D., Zahn, C., Ruf, A., Cattaneo, A. (2020). Different Ways of Interacting with Videos During Learning in Secondary Physics Lessons. In: Stephanidis, C., Antona, M. (eds) HCI International 2020 - Posters. HCII 2020. Communications in Computer and Information Science, vol 1225. Springer, Cham. https://doi.org/10.1007/978-3-030-50729-9_40
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