Name
Abstract | ||
|---|---|---|
In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described. |
Year | DOI | Venue |
|---|---|---|
2019 | 10.1080/10494820.2018.1486860 | INTERACTIVE LEARNING ENVIRONMENTS |
Keywords | Field | DocType |
Interactive video, hypervideo, instructional design, learning scenario, vocational education | Interactive video,Interactivity,Conceptual model,Hypermedia,Computer science,Implementation,Human–computer interaction,Software,Hypervideo,Instructional design,Multimedia | Journal |
Volume | Issue | ISSN |
27 | 4 | 1049-4820 |
Citations | PageRank | References |
0 | 0.34 | 16 |
Authors | ||
5 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Alberto Cattaneo | 1 | 1 | 2.04 |
| Hans Van Der Meij | 2 | 83 | 13.95 |
| Carmela Aprea | 3 | 0 | 1.01 |
| Florinda Sauli | 4 | 0 | 0.34 |
| Carmen Zahn | 5 | 70 | 9.48 |