Learners’ confusion and cognitive load while learning from interactive videos
Research team: Dr. Amael Arguel, Prof. Lori Lockyer, Dr. Mariya Pachman, Prof. Ottmar Lipp
CIC specialist: Dr. Kevin Chai
The ARC Science of Learning Research Centre, the Department of Educational Studies at Macquarie University and the School of Psychology at Curtin University have developed a study aiming at studying learning from instructional videos. The success of online video-sharing platforms such as YouTube has allowed the use of interactive videos for learning on a variety of topics. The benefits of videos on learning are significant, especially for learning dynamic contents such as procedures. Previous studies have shown that providing learners with the ability to control the pace of videos could efficiently reduce the unwanted cognitive load caused by the transience of the information. In addition, providing interactive controls is also likely to promote engagement and hence to be beneficial for learning.
The hypotheses focus on an improvement of learning with interactive videos in comparison with non-controllable videos, as well as a decrease of cognitive load. It is also expected to observe a correlation between self-reported levels of confusion and cognitive load as well as possible specific patterns of behaviour that participants can produce when learning from interactive videos.