A model for designing hypervideo-based instructional scenarios

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.

KEYWORDS:

• Interactive video
• hypervideo
• instructional design
• learning scenario
• vocational education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Alberto Cattaneo is Head of the Research Field “Innovation in VET” at the Swiss Federal Institute for Vocational Education and Training (SFIVET). He got his PhD in Social, Developmental and Organizational Psychology, discussing a thesis on Blended Learning and Virtual Learning Environments. His actual main research fields concern the integration of ICT – and especially video-based technology – in teaching and learning, reflective learning in VET, instructional design, multimedia learning, teachers’ training.

Hans van der Meij is Senior Researcher and Lecturer in Instructional Technology at the University of Twente in the Netherlands. His research interests are: questioning, technical documentation (e.g. instructional design, minimalism, the development of self-study materials), and the functional integration of ICT in education. He has received several awards for his articles, including a “Landmark Paper” award from IEEE for a publication on minimalism (with John Carroll).

Carmela Aprea is Full Professor of Business and Economics Education at the Friedrich Schiller University Jena (Germany). She holds a Diploma Degree in Business and Economics Education from the Goethe University Frankfurt (Germany) and a PhD in the same field from the University of Mannheim (Germany).

Florinda Sauli is scientific collaborator at the Swiss Federal Institute for Vocational Education and Training (SFIVET). She holds a Master in Social Policies and Development. She currently works on the Interactive Videos for Vocational Education and Training (IV4VET) project, which investigates how to integrate hypervideos in instructional scenarios.

Carmen Zahn works as a full professor at the School of Applied Psychology (APS) - University of Applied Sciences and Arts in Northwestern Switzerland. Her current research projects focus on video-based knowledge processes in learning and teaching. Carmen Zahn received her doctoral degree at the Faculty of the Cognitive Sciences at the University of Tübingen in 2004, where she also completed her habilitation in 2010.

Additional information

Funding

This work was supported by Swiss State Secretariat for Education, Research and Innovation (SERI) [grant number 13-1536].