A model for designing hypervideo-based instructional scenarios

References

• Andrist, L., Chepp, V., Dean, P., & Miller, M. V. (2014). Toward a video pedagogy: A teaching typology with learning goals. Teaching Sociology, 42(3), 196–206. doi: 10.1177/0092055X14524962
   Web of Science ®Google Scholar
• Aubert, O., & Prié, Y. (2005). Advene: Active reading through hypervideo. Paper presented at the sixteenth ACM conference on hypertext and hypermedia, Salzburg, Austria.
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Rockville, MD: National Institutes of Mental Health.
   Google Scholar
• Beauchamp, G., & Kennewell, S. (2008). The influence of ICT on the interactivity of teaching. Education and Information Technologies, 13, 305–315. doi: 10.1007/s10639-008-9071-y
   Google Scholar
• Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759–766. doi: 10.1016/j.compedu.2009.09.033
   Web of Science ®Google Scholar
• Bove, V. M., Dakss, J., Chalom, E., & Agamanolis, S. (2000). Hyperlinked television research at the MIT media laboratory. IBM Systems Journal, 39(3&4), 470–478. doi: 10.1147/sj.393.0470
   Google Scholar
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. doi: 10.3102/0013189X018001032
   Google Scholar
• Cattaneo, A., & Boldrini, E. (2016b). You learn by your mistakes. Effective training strategies based on the analysis of video-recorded worked-out examples. Vocations and Learning, 10(1), 1–26. doi:10.1007/s12186-016-9157-4
   Web of Science ®Google Scholar
• Cattaneo, A., Nguyen, A. T., & Aprea, C. (2016a). Teaching and learning with hypervideo in vocational education and training. Journal of Educational Multimedia and Hypermedia, 25(1), 5–35.
   Google Scholar
• Cattaneo, A., Nguyen, A. T., Sauli, F., & Aprea, C. (2015). Scuolavisione: Teaching and learning with hypervideo in the Swiss vocational system. Journal of e-Learning and Knowledge Society, 11(2), 27–47.
   Web of Science ®Google Scholar
• Chambel, T., Zahn, C., & Finke, M. (2004). Hypervideo design and support for contextualized learning. Paper presented at the ICALT ‘04 proceedings of the IEEE international conference on advanced learning technologies, Washington.
   Google Scholar
• Chambel, T., Zahn, C., & Finke, M. (2006). Hypervideo and cognition: Designing video-based hypermedia for individual learning and collaborative knowledge building. In E. Alkhalifa (Ed.), Cognitively informed systems: Utilizing practical approaches to enrich information presentation and transfer (pp. 26–49). Hershey, PA: IGI Global - Idea Group Publishing.
   Google Scholar
• Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. doi: 10.1007/BF01320076
   Web of Science ®Google Scholar
• Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and Its relationship to situated cognition. Educational Researcher, 19(6), 2–10. doi: 10.3102/0013189X019006002
   Google Scholar
• Cognition and Technology Group at Vanderbilt. (1992). The jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27(3), 291–315. doi: 10.1207/s15326985ep2703_3
   Web of Science ®Google Scholar
• Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52–70.
   Google Scholar
• Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australian Journal of Educational Technology, 271(1), 66–88.
   Google Scholar
• Corporation for Public Broadcasting. (2004). Television goes to school: The impact of video on student learning in formal education. Retrieved from http://www.dcmp.org/caai/nadh173.pdf
   Google Scholar
• DeCesare, J. A. (2013). Navigating multimedia: How to find internet video resources for teaching, learning, and research. In E. G. Smyth & J. X. Volker (Eds.), Enhancing instruction with visual media. Utilizing video and lecture capture (pp. 11–26). Hershey, PA: IGI Global.
   Google Scholar
• Ellis, J., McFadden, J., Anwar, T., & Roehrig, G. (2015). Investigating the social interactions of beginning teachers using a video annotation tool. Contemporary Issues in Technology and Teacher Education, 15(3), 404–421.
   Google Scholar
• Feierabend, S., & Rathgeb, T. (2008). Kinder und Medien, Computer und Internet (KIM-Studie 2008). [Children and media, computer and Internet (KIM study 2008)]: Medienpädagogischer Forschungsverbund Südwest.
   Google Scholar
• Feierabend, S., & Rathgeb, T. (2009). Jugend, Information, (Multi-)Media (JIM-Studie 2009). [Youth, information, (Multi)media (JIM study 2009)]: Medienpädagogischer Forschungsverbund Südwest.
   Google Scholar
• Giannakos, M. N., Jaccheri, L., & Krogstie, J. (2014). Looking at MOOCs rapid growth through the lens of video-based learning research. International Journal of Emerging Technologies in Learning (iJET), 9(1), 35–38. doi: 10.3991/ijet.v9i1.3349
   Google Scholar
• Girgensohn, A., Marlow, J., Shipman, F., & Wilcox, L. (2015). Hypermeeting: Supporting asynchronous meetings with hypervideo. In Proceedings of the 23rd ACM international conference on multimedia (pp. 611–620). ACM. doi: 10.1145/2733373.2806258
   Google Scholar
• Goldman, R., & Dong, C. (2009). Linking the POV-ing theory to multimedia representations of teaching, learning, research in the Age of social networking. In L. Moller, J. Bond Huett, & D. M. Harvey (Eds.), Learning and instructional technologies for the 21st century (pp. 119–130). New York: Springer.
   Google Scholar
• Guimarães, N., Chambel, T., & Bidarra, J. (2000). From cognitive maps to hypervideo: Supporting flexible and rich learner-centred environments. Interactive Multimedia Electronic Journale of Computer-Enhanced Learning, 2(2). Retrieved from http://imej.wfu.edu/articles/2000/2/03/index.asp
   Google Scholar
• Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at the L@S 2014 - The first ACM conference on learning @ scale conference.
   Google Scholar
• Hew, K. F. (2016). Promoting engagement in online courses:What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320–341. doi: 10.1111/bjet.12235
   Web of Science ®Google Scholar
• Hobbs, R. (2006). Non-optimal uses of video in the classroom. Learning, Media and Technology, 31(1), 35–50. doi: 10.1080/17439880500515457
   Google Scholar
• Höffler, T. N., Schmeck, A., & Opfermann, M. (2013). Static and dynamic visual representations. Individual differences in processing. In G. Schraw, M. T. McCrudden, & D. Robinson (Eds.), Learning through visual dysplays (pp. 133–163). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157–168. doi: 10.1016/j.compedu.2016.03.016
   Web of Science ®Google Scholar
• Hosack, B. (2010). VideoANT: Extending online video annotation beyond content delivery. TechTrends, 54(3), 45–49. doi: 10.1007/s11528-010-0402-7
   Google Scholar
• Hulsman, R. L., & van der Vloodt, J. (2015). Self-evaluation and peer-feedback of medical students’ communication skills using a web-based video annotation system. Exploring content and spcificity. Patient Education and Counseling, 98, 356–363. doi: 10.1016/j.pec.2014.11.007
   PubMed Web of Science ®Google Scholar
• Koumi, J. (2013). Pedagogic design guidelines for multimedia materials: A call for collaboration between practitioners and researchers. Journal Of Visual Literacy, 32(2), 85–114. doi: 10.1080/23796529.2013.11674711
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. New York: Cambridge University Press.
   Google Scholar
• Li, N., Kidzinski, L., Jermann, P., & Dillenbourg, P. (2015). MOOC video interaction patterns: What Do they tell Us? In G. Conole, T. Klobučar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for teaching and learning in a networked world. Lecture notes in computer science (pp. 197–210). Cham: Springer.
   Google Scholar
• Lucas, B., Spencer, E., & Claxton, G. (2012). How to teach vocational education: A theory of vocational pedagogy. London: The City and Guilds Centre for Skills Development.
   Google Scholar
• Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
   Google Scholar
• Mayer, R. E., (Eds.). (2005). The cambridge handbook of multimedia learning. New York: Cambridge University Press.
   Google Scholar
• Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson Education - Allyn & Bacon.
   Google Scholar
• Meixner, B., John, S., & Handschigl, C. (2016). SIVA suide: An open-source framewor for hypervideos. ACM SIGMM Records, (1), Retrieved from http://records.mlab.no/2016/01/22/siva-suite-an-open-source-framework-for-hypervideos/
   Google Scholar
• Meixner, B., Matusik, K., Grill, C., & Kosch, H. (2014). Towards an easy to use authoring tool for interactive non-linear video. Multimedia Tools and Applications, 70, 1251–1276. doi: 10.1007/s11042-012-1218-6
   Web of Science ®Google Scholar
• Merkt, M., & Sochatzy, F. (2015). Becoming aware of cinematic techniques in propaganda: Instructional support by cueing and training. Learning & Instruction, 39, 55–71. doi: 10.1016/j.learninstruc.2015.05.006
   Web of Science ®Google Scholar
• Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. Learning with print: The role of interactive features. Learning and Instruction, 21(6), 687–704.
   Web of Science ®Google Scholar
• Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. Cambridge, MA: Perseus Publishing.
   Google Scholar
• Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110–117. doi: 10.1016/j.chb.2009.09.001
   Web of Science ®Google Scholar
• Paivio, A. (1986). Mental representations: A dual coding approach. Oxford: Oxford University Press.
   Google Scholar
• Piaget, J. (1985). The equilibration of cognitive structure: The central problem of intellectual development. Chicago, IL: University of Chicago Press.
   Google Scholar
• Ploetzner, R., & Lowe, R. (2012). A systematic characterisation of expository animations. Computers in Human Behavior, 28, 781–794. doi: 10.1016/j.chb.2011.12.001
   Web of Science ®Google Scholar
• Pursel, B. K., Zhang, L., Jablokow, K. W., Choi, G. W., & Velegol, D. (2016). Understanding MOOC students: Motivations and behaviours indicative of MOOC completion. Journal of Computer Assisted Learning, 32, 202–217. doi: 10.1111/jcal.12131
   Web of Science ®Google Scholar
• Renkl, A., & Scheiter, K. (2015). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29, 599– 621. doi: 10.1007/s10648-015-9340-4
   Web of Science ®Google Scholar
• Rich, P., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education, 60(1), 52–67. doi: 10.1177/0022487108328486
   Web of Science ®Google Scholar
• Rich, P., & Trip, T. (2011). Ten essential questions educators should Ask when using video annotation tools. TechTrends: Linking Research&Practice to Improve Learning, 55(6), 16–24. doi: 10.1007/s11528-011-0537-1
   Google Scholar
• Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235–276. doi: 10.1207/s15327809jls0203_1
   Google Scholar
• Sadallah, M., Aubert, O., & Prié, Y. (2014). CHM: An annotation- and component-based hypervideo model for the Web. Multimedia Tools and Applications, 70(2), 869–903. doi: 10.1007/s11042-012-1177-y
   Web of Science ®Google Scholar
• Sauli, F., Cattaneo, A., & van der Meij, H. (2017). Hypervideo for educational purposes: A literature review on a multifaceted technological tool. Technology, Pedagogy & Education, 27(1), 115. doi:10.1080/1475939X.2017.1407357
   Web of Science ®Google Scholar
• Sawhney, N. N., Balcom, D., & Smith, I. E. (1996). Hypercafe: Narrative and aesthetic properties of hypervideo. Paper presented at the proceedings of the the 7th ACM conference on hypertext (pp. 1–10), Bethesda, MD, USA.
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.
   Google Scholar
• Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293–305. doi: 10.1016/j.learninstruc.2004.06.005
   Web of Science ®Google Scholar
• Schwartz, D., & Hartman, K. (2007). It’s not television anymore: Designing digital video for learning and assessment. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 93–100). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Seligman, M. P. (1975). Helplessness: On depression, development, and death. New York, NY: W H Freeman/Times Books/ Henry Holt & Co.
   Google Scholar
• Shipman, F., Girgensohn, A., & Wilcox, L. (2008). Authoring, viewing, and generating hypervideo: An overview of hyper-hitchcock. ACM Transactions on Multimedia Computing, Communications, and Applications, 5(2), 1–19. doi: 10.1145/1413862.1413868
   Web of Science ®Google Scholar
• Smith, P. L., & Ragan, T. J. (1999). Instructional design (2nd ed.). New York: John Wiley & Sons.
   Google Scholar
• Spiro, R. J., & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. J. Spiro (Eds.), Cognition, education and multimedia: Exploring ideas in high technology (pp. 163–205). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Stahl, E., Finke, M., & Zahn, C. (2006). Knowledge acquisition by hypervideo design: An instructional program for university courses. Journal of Educational Multimedia and Hypermedia, 15(3), 285–302.
   Google Scholar
• Stigler, J. W., Geller, E. H., & Givvin, K. B. (2015). Zaption: A platform to support teaching, and learning about teaching, with video. Journal of e-Learning and Knowledge Society, 11(2), 13–25.
   Web of Science ®Google Scholar
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. doi: 10.1207/s15516709cog1202_4
   Web of Science ®Google Scholar
• Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), The psychology of learning and motivation (pp. 37–76). San Diego: Academic Press.
   Google Scholar
• Swinnerton, B., Hotchkiss, S., & Morris, N. P. (2017). Comments in MOOCs: Who is doing the talking and does it help? Journal of Computer Assisted Learning, 33, 51–64. doi: 10.1111/jcal.12165
   Web of Science ®Google Scholar
• Tiellet, C. A. B., Pereira, A. G., Reategui, E. B., Lima, J. V., & Chambel, T. (2010). Design and evaluation of a hypervideo environment to support veterinary surgery learning. Paper presented at the proceedings of the 21st ACM conference on hypertext and hypermedia, Toronto, ON, Canada.
   Google Scholar
• Tripp, T., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. doi: 10.1016/j.tate.2012.01.011
   Web of Science ®Google Scholar
• Tseng, S.-F., Tsao, Y.-W., Yu, L.-C., Chan, C.-L., & Lai, K. R. (2016). Who will pass? Analyzing learner behaviors in MOOCs. Research and Practice in Technology Enhanced Learning, 11(1), 687. doi:10.1186/s41039-016-0033-5
   Google Scholar
• van der Meij, J., & de Jong, T. (2006). Supporting students’ learning with multiple representations in a dynamic simulation-based learning environment. Learning & Instruction, 16(3), 199–212. doi: 10.1016/j.learninstruc.2006.03.007
   Web of Science ®Google Scholar
• Vural, ÖF. (2013). The impact of a question-embedded video-based learning tool on E-learning. Educational Sciences: Theory & Practice, 13(2), 1315–1323.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.
   Google Scholar
• Wetzel, C. D., Radtke, P. H., & Stern, H. W. (1994). Instructional effectiveness of video media. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• YouTube. (2015). Press room. Statistics. Retrieved from http://www.youtube.com/yt/press/en-GB/index.html
   Google Scholar
• Zahn, C. (2003). Wissenskommunikation mit hypervideos - untersuchungen zum design nicht-linearer informationsstrukturen für audiovisuelle medien. [Knowledge communication with hypervideos. Studies on the design for Non-linear information structures]. Münster: Waxmann.
   Google Scholar
• Zahn, C., Barquero, B., & Schwan, S. (2004). Learning with hyperlinked videos - design criteria and efficient strategies for using audiovisual hypermedia. Learning and Instruction, 14(3), 275–291. doi: 10.1016/j.learninstruc.2004.06.004
   Web of Science ®Google Scholar
• Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2012). How to improve collaborative learning with video tools in the classroom? Social vs. Cognitive guidance for student teams. International Journal of Computer-Supported Collaborative Learning, 7(2), 259–284. doi: 10.1007/s11412-012-9145-0
   Web of Science ®Google Scholar
• Zahn, C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for complex collaborative design processes. Journal of the Learning Sciences, 19(3), 403–440. doi: 10.1080/10508401003708399
   Web of Science ®Google Scholar