Abstract
Online video experiments are a promising educational technology tool for science laboratory classes. In order to find optimal instructional designs and scenarios for using online video experiments, we need to study learners’ experiences. This work describes implementation of an online interactive video experiment at the undergraduate introductory physics level. Three variations of an online video experiment with different levels of interactivity were designed and tested with 68 students. Our findings suggest that interactive H5P features added to the video can support collaboration and engage students by providing the needed scaffolding and feedback during online practical works. Interactive branching can be used to advance video experiments towards simulating real laboratory collaboration experiences in an online learning environment.
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