Learning To Tie Nautical Knots

Schwann, S., & Riempp, R. (2004). The cognitive benefit of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14, 293-305

In contrast to their traditional, non-interactive counterparts, interactive dynamic visualisations allow users to adapt their form and content to their individual cognitive skills and needs. Provided that the interactive features allow for intuitive use without increasing cognitive load, interactive videos should therefore lead to more efficient forms of learning. This notion was tested in an experimental study, where participants learned to tie four nautical knots of different complexity by watching either non-interactive or interactive videos. The results show that in the interactive condition, participants used the interactive features like stopping, replaying, reversing or changing speed to adapt the pace of the video demonstration. This led to an uneven distribution of their attention and cognitive resources across the videos, which was more pronounced for the difficult knots. Consequently users of non-interactive video presentations, needed substantially more time than users of the interactive videos to acquire the necessary skills for tying the knots.

The use of interactive video is a consideration for the interaction design of a learning environment. Simce the elarners in the interactive video were able to adapt the environment to their elarning prefernces via the pausing and relpaying optins available, they were able to construct their knowledge at their won pace. This is an importance affordance that should be incorporated in to the interaction design of a learning environment. This would be especially true for environments that build upon each experience. Thus enableing learners to recall and review videos to properly construct their understanding via their preferred learnign styles.

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