Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness

  • Authors:

  • Dongsong Zhang;Lina Zhou;Robert O. Briggs;Jay F. Nunamaker, Jr.

  • Affiliations:

  • Department of Information Systems, University of Maryland, Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250, USA;Department of Information Systems, University of Maryland, Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250, USA;GroupSystems Corporation, Tucson, AZ 85719, USA and Center for the Management of Information, the University of Arizona, Tucson, AZ 85719, USA and Delft University of Technology, The Netherlands;Center for the Management of Information, the University of Arizona, Tucson, AZ 85719, USA

  • Venue:
  • Information and Management
  • Year:
  • 2006

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Abstract

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.