Fostering Interaction in Higher Education with Deliberate Design of Interactive Learning Videos

Item Type Conference or Workshop Item (Paper)
Abstract

Interactive learning videos are increasingly used in higher education. By using interactive elements, learners can be actively involved in the learning process to enhance their interactions with the content, other learners, and the teacher. However, there are significant gaps in the design of such interactive learning videos: Mostly, instructors do not know which interaction elements they should use where in the video to support the learning process of their students. Based on a design science research approach, we develop reference guidelines to support developers in creating interactive learning videos in higher education that improve the interaction of learners. Based on Interaction Theory and a systematic collection of requirements from theory and practice, we identify research gaps and try to address them with our reference guidelines. Hence, we contribute to theory by providing generalizable reference guidelines for the development of interactive learning videos in higher education.

Authors Weinert, Tim; Thiel de Gafenco, Marian & Börner, Niklas
Editors George, Joey F.; Paul, Souren & De´, Rahul
Research Team IWI6
Language English
Keywords Higher Education, Interaction, Interactive Learning Video, Project KoLeArn
Subjects information management
HSG Classification contribution to scientific community
Date 2020
Number 21
Event Title International Conference on Information Systems (ICIS)
Event Location Hyderabad, India
Event Dates 13.12.2020-16.12.2020
Depositing User Mahei Li
Date Deposited 27 Oct 2020 12:01
Last Modified 14 Dec 2020 19:36
URI: https://www.alexandria.unisg.ch/publications/261286

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Citation

Weinert, Tim; Thiel de Gafenco, Marian & Börner, Niklas: Fostering Interaction in Higher Education with Deliberate Design of Interactive Learning Videos. 2020. - International Conference on Information Systems (ICIS). - Hyderabad, India.

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https://www.alexandria.unisg.ch/id/eprint/261286
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