How does interactivity in videos affect task performance?

Autor/inn/en	Merkt, Martin; Schwan, Stephan
Titel	How does interactivity in videos affect task performance? Gefälligkeitsübersetzung: Wie beeinflusst Interaktivität bei Videos die Aufgabenleistung?
Quelle	In: Computers in human behavior, (2014) 31, S. 172-181Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0747-5632
DOI	10.1016/j.chb.2013.10.018
Schlagwörter	Digitale Medien; Multimedia; Schule; Lernerfolg; Lernen; Unterweisung; Audiovisuelle Medien; Unterrichtsmedien; Video; Leistung
Abstract	Investigated the effects of features of educational videos on learning outcomes. 81 participants (mean age 22 years) completed a search task and an essay task based on an educational video or illustrated book functionally equivalent to the video. The video was either enhanced to allow browsing, stopping and included an index and table of context, common, which allowed only for browsing and stopping, or non-interactive. The index was constructed to allow for semantic mapping between the wording of the task and central key terms in the index. Participants also completed assessments of history-related interest, prior knowledge, the DISC-Grid, and the Würzburger-Lesestrategie-Wissenstest für die Klassen 7-12 (WLST 7-12). Results showed that participants in the enhanced video condition performed superior to the other video groups in the search task. The enhanced video condition was only observed to have a positive effect on the number of mentioned pieces of information that were signaled by the index. No effects interactivity were found for learning outcomes. Suggestions for media design based on the findings of the study are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3