This study focuses on the positioning of interactive questions within learning videos. It is attempted to show that the position of a question’s occurrence has an impact on the correctness rate of its answer and the learning success. As part of the study, the interactive learning videos in which the questions are placed are used as teaching materials with a class. The pupils have been working with the videos for around one month and some interesting results could be obtained. It is shown that questions which are asked too early in the videos are answered incorrectly more often than other questions. This manuscript also recommends an adequate positioning of the first question in learning videos. The new hypothesis that the length of intervals between popping up questions plays a minor role at rather short learning videos is constructed in this publication. Moreover, the positive impact on the long-term learning success of the participants of learning videos is determined.
Fields of Expertise
- Information, Communication & Computing