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. 2023;71(6):2243-2269.
doi: 10.1007/s11423-023-10275-4. Epub 2023 Aug 25.

How do enhanced videos support generative learning and conceptual understanding in individuals and groups?

Alessia Ruf  1   2 , Carmen Zahn  1 , Anna-Lena Roos  1 , Klaus Opwis  2
Affiliations

How do enhanced videos support generative learning and conceptual understanding in individuals and groups?

Alessia Ruf et al. Educ Technol Res Dev. 2023.

Abstract

Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific interactions with video materials (such as adding annotations and hyperlinks) which may well support generative learning and conceptual understanding. However, to exploit the potentials of such enhanced tools, we need to gain a deeper understanding on the learning processes and outcomes that go along with using these tools. Thus, we conducted a controlled laboratory experiment with 209 participants who were engaged in learning a complex topic by using different enhanced video tools (annotations vs. hyperlinks vs. control group) in different social learning settings (individual vs. collaborative learning in dyads). Findings revealed that participants who learned with hyperlinks and participants in collaborative settings created hypervideo products of higher quality than learners in other conditions. Participants who learned with annotations assessed their knowledge gain higher and had higher results in conceptual understanding when they experienced low cognitive load. With our study we contribute new original work to advance cognitive research on learning with enhanced video learning environments. Limitations and recommendations for future research are discussed.

Keywords: Collaborative learning; Enhanced tools; Hypervideos; Video-based learning.

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Conflict of interest statement

Conflict of interestWe declare that we have no competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Figures

Fig. 1
Fig. 1
The relationship between antecedents, processes, and consequences of learning, based on situative approaches. Note. Explanations to supplement or clarify information in the image. Adapted from “Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda” by J. Janssen and P. A. Kirschner, 2020, Educational Technology Research and Development, 68(2), p. 790. CC BY 4.0
Fig. 2
Fig. 2
Study design and procedure
Fig. 3
Fig. 3
Illustration of the enhanced video-based environment FrameTrail
Fig. 4
Fig. 4
Mediation analysis Tool-use, learning activities, and HPQ
Fig. 5
Fig. 5
Mediation analysis Tool-use, learning activities, and information structuring
Fig. 6
Fig. 6
Mediation analysis Tool-use, learning activities, and self-assessed knowledge gain
Fig. 7
Fig. 7
Mediation analysis Tool-use, learning activities, and “conceptual understanding”
See this image and copyright information in PMC

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