Interactive videos: its effect on cognitive load and students’ preferences across modes
Résumé
This study aimed to investigate the impact of interactive videos on cognitive load, in specific extraneous load, which plays a crucial role in instructional design. Extraneous load is the cognitive burden imposed by the design and dissemination of educational material, potentially hindering optimal and efficient learning. The study examined the effects of interactive videos by having students complete five formative assessments using both linear (traditional) and interactive videos in a rotational manner. Analytical strategies, including cross-over repeated measures ANOVA and independent samples t-tests, were employed. The results revealed a statistically significant difference in extraneous load scores between the two modes, although this effect diminished over time. Based on the findings, it is recommended that educators provide students with multiple opportunities to acclimate to interactive videos over an extended period. Additionally, student preferences favored interactive videos, and this inclination strengthened with increased exposure.
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