This article was the second of two I reviewed that dealt with learning outcomes of various forms of interactivity in video.
Cojean, S., & Jamet, E. (2017). Facilitating information-seeking activity in instructional videos: The combined effects of micro- and macroscaffolding. Computers in Human Behavior, 74, 294–302. https://doi.org/10.1016/j.chb.2017.04.052
In this article the researchers examine the use of what they term micro and macro scaffolding, in the form a table of contents and chapter navigation in video content. The table of contents serves as the macro-scaffolding elements, while chapter markers serve the same purpose for micro-scaffolding. The effects of these features are compared in 4 ways, using 4 experimental groups. A control condition had no interactive elements, and experimental conditions included a micro-scaffolding group, a macro-scaffolding group, and a group with both features. There were several data measures: Interest in topic (used to distribute experienced participants to help with validity), successful responses to questions related to the content, response times, relevance of first search click, perceived difficulty and control, and number of chapters recalled. Results showed best outcomes in the experimental group receiving both interventions.
The study design and data analysis in the study were very strong. The 2×2 factorial design provided 4 conditions in an organized manner that was clear, relevant to the questions, and helped articulate strong evidence for one group. In this way, the 4 options were tested at once. Statistical analysis was detailed, clear and broken down by data measure. Additionally, the research hypotheses are well-justified in the background discussion, theorizing that providing users these scaffolding affordances might reduce cognitive load and assist with development of mental models.
As with the other study I reviewed this week, this one is very relevant to me as my institution uses video capture for lectures extensively. While there are some interactive features in the platform, not all are used frequently, either because they are not advocated for or because faculty are unaware of them. Additionally, there may be other features that could be added at an additional charge from the vendor. Before recommending a choice like this, it is important to have valid research that shows these interactive features are effective in terms of learning outcomes. In addition to these, I found the description of the research design and the data reporting useful, as I explore research designs to use in the future.