Often the hardware comes with a variety of components for interaction, such as a touch sensitive screen, mouse, or light pen. Since the development of this classification scheme, some have defined another level. As shown in the opening scenario, interactive video can be a true learning device since it is not something that is done to the learner but, rather, is an activity the learner does himself or herself. All computer-based instructional systems can mentally engage learners by directly involving them in learning. Well designed interactive video lessons invite learners to interact with the visuals by enabling them to interrupt, identify, sequence, and select from alternative actions.
Students can interrupt visual scenes when they identify problems in the scenario.
They can stop sequences if they can't follow the logic or get lost. They can practice with concepts by matching pictures to words, identifying critical visual elements of concepts, or matching sounds to words. Conclusion Interactive video has been used in almost all content areas from literature to mathematics and science. The literature is full of case accounts of its effectiveness for a variety of uses. It must be remembered, however, that it is not the medium which makes interactive video effective, but the way in which it has been implemented.