Shifting the paradigm: From text-led to video-immersion

In the concept of Multimedia Learning videos have been used as an add-in element for enhancing all types of digital education and e-learning formats. In general, the leading media is a text presentation enhanced with diverse didactical elements such as reader, illustrations, animations, assessments, etc. This basic concept has been used since the first e-learning concepts, and despite incremental change regarding the level of multimedia, hyperlinks and interactivity, the leading media is mostly text-based. The great growth of online video learning has opened up a world of new potential to e-Learning concepts. Videos are not the panacea, but they can support transformation processes in the educational field. One potential is the transformation from text-based to a video-guided learning concept, in which video is the central element throughout the learning experience and thus, making the learning experience more emersive. But how to develop learning videos that guide throughout the learning process, are engaging for students and facilitate active learning strategies which promote deeper learning?
One central aspect can be determinant for the paradigm shift. Video-embedded Interactivity. Leanring videos usually run in a linear and countinuous way and by watching them, learners get quickly the feeling of being able to better understand and retain content using videos. Studies show however, that they can only remember about 20% of the statements afterwards. This phenomenon is also referred to as the "illusion of knowing" effect. In order to fully understand and retain content, learners must be actively involved in the learning process. Interactive films (VR and non-VR) can support this process, as they allow room for maneuver on the part of the learner, make the effects of their decisions visible and thus break a purely passive reception attitude.
Initially, action can take place both on a macro level, i.e. outside the video, as well as on the micro level and thus within the film. In addition, interaction can arise from the provision of a potential possibility for action, or follow a concrete call to action. Depending on the nature of the interactivity, the learner is enabled to control the information intake himself and to adapt it to his / her own needs, thus enabling individualized learning and increasing attention and participation (activation) in subsequent learning. Various studies not only demonstrate a higher learning efficiency, but also better learning and faster skills acquisition, as well as a higher degree of satisfaction in using interactive video compared to traditional teaching and videos without interactivity. In the context of the proposed presentation a major development of an online course as a collaboration between FAU and Prof. John Bessant from Exeter University will be presented, justified from a pedagogical point of view and discussed with the audience