The comparison of interactive video learning experiences in branched vs. straight scenarios with the focus of content type

Abstract

ABSTRACT Interactive videos have the potential to boost content-student interactions. This study is an attempt to observe the logs of interactions in two different learning scenarios (straight and branched scenario) by two different content types (declarative and procedural). The study aims to understand if learning experiences vary across scenario-content combinations. It is built upon experimental design methodology. The experimental group (N = 20) interacted with the branched scenario, while the control group (N = 20) engaged in the straight scenario. Each group engaged in both content types with varying scenarios. Logs, screen recordings, and interviews were the primary data sources. The results indicated that for the declarative content type, time spent in the straight scenario was significantly higher than that of the branched scenario. Still, the collected points of the branched scenario were substantially higher than that of the straight one. These effects were not observed in procedural content. General content and concepts were mentioned frequently in declarative content with a higher amount in branched-declarative than in straight-declarative combination. Retrieval for details was observed frequently in the straight-procedural combination. The navigational patterns varied across combinations, but pausing, forwarding, rewinding, and skipping were commonly observed in declarative content regardless of the scenario type.