Interactivity in video-based models
In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas.
|Keywords||Cognitive processes, Interactivity, Modeling|
|Persistent URL||dx.doi.org/10.1007/s10648-007-9045-4, hdl.handle.net/1765/67288|
|Journal||Educational Psychology Review|
Wouters, P.J, Tabbers, H.K, & Paas, G.W.C. (2007). Interactivity in video-based models. Educational Psychology Review, 19(3), 327–342. doi:10.1007/s10648-007-9045-4