Abstract
This paper study the cue point timeline effects on students’ cognition toward the video contents of educational video mobile learning. The production style of educational video mobile learning was divided into three sections, non-linear video with visual effects (interactive video mobile learning), linear video with visual effects (green screen) and linear video with no visual effects (screencast). Since the YouTube time point are not extended to the YouTube mobile, therefore, an interactive video mobile learning (IVML) was developed as an alternative prototype to test the idea of flexibility in learning with cue points timeline embedded in an educational video and assess the significance of having cue points in video mobile learning to cognitive value. The video content cognition was assessed through a follow-up quiz and the cognitive value was then derived from the students’ passing rate. The study outcomes showed different video contents cognition from the respective production style, and most learners feel that having a cue point timeline embedded and with good visual design in an educational video will increase their comprehension as well as their motivation.
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