A model for designing hypervideo-based instructional scenarios |
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| Authors: | Alberto A P Cattaneo Hans van der Meij Carmela Aprea Florinda Sauli Carmen Zahn |
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| Institution: | 1. Research and Development Department, Swiss Federal Institute for Vocational Education and Training, Lugano, Switzerland;2. Faculty of Behavioural, Management and Social Sciences, Department of Educational Science and Technology, University of Twente, Enschede, the Netherlands;3. School of Economics and Business Administration, Friedrich-Schiller-University Jena, Jena, Germany;4. School of Applied Psychology, University of Applied Sciences and Arts Northwestern Switzerland, Olten, Switzerland |
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| 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. |
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| Keywords: | Interactive video hypervideo instructional design learning scenario vocational education |
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