Embodied interactive video lectures for improving learning comprehension and retention

Abstract The increased interaction with multimedia content h as been recognized as a significant factor to improve learners’ learning outcomes. As a result, i nteractive video lectures are increasingly being adopted in digital learning contexts for increasing i teractivity. However, conventional video lecture lacks interactive learning activities (ILAs) that a re an indispensable component of interactivity. Interactive video lectures can provide learners opp ortunities to obtain timely constructive support to produce effective learning outcomes because of ILAs . In order to carefully design and create ILAs for effective learning, instructors need to invest subs tantial efforts for conceiving the content and interactions of ILAs. This study proposed an approa ch to design the content of ILAs by leveraging collective intelligence (CI) gathered from the disc u sion forums specifically related to the content o f video lectures. When learners exercised ILAs, meani ngful interactions by speaking and gesturing worked as learning support to improve comprehension of learning materials. To evaluate the effects of the CI-based ILAs, an experiment was conducted with 90 university students, who were randomly and equally assigned to three different groups (i.e., e mbodied interactive, non-embodied interactive, and conventional video lectures). The results show that learners who learned with the embodied interactive video lecture performed better in comprehension and retention of learning contents than the other two counter groups. The findings also revealed that thi s approach does not impose any additional cognitive load on learners. The design guidelines derived in this study can serve as reference for instructors t o create interactive video lectures with CI-based ILA s in digital learning contexts.The increased interaction with multimedia content h as been recognized as a significant factor to improve learners’ learning outcomes. As a result, i nteractive video lectures are increasingly being adopted in digital learning contexts for increasing i teractivity. However, conventional video lecture lacks interactive learning activities (ILAs) that a re an indispensable component of interactivity. Interactive video lectures can provide learners opp ortunities to obtain timely constructive support to produce effective learning outcomes because of ILAs . In order to carefully design and create ILAs for effective learning, instructors need to invest subs tantial efforts for conceiving the content and interactions of ILAs. This study proposed an approa ch to design the content of ILAs by leveraging collective intelligence (CI) gathered from the disc u sion forums specifically related to the content o f video lectures. When learners exercised ILAs, meani ngful interactions by speaking and gesturing worked as learning support to improve comprehension of learning materials. To evaluate the effects of the CI-based ILAs, an experiment was conducted with 90 university students, who were randomly and equally assigned to three different groups (i.e., e mbodied interactive, non-embodied interactive, and conventional video lectures). The results show that learners who learned with the embodied interactive video lecture performed better in comprehension and retention of learning contents than the other two counter groups. The findings also revealed that thi s approach does not impose any additional cognitive load on learners. The design guidelines derived in this study can serve as reference for instructors t o create interactive video lectures with CI-based ILA s in digital learning contexts.