Interactivity in Video-based Models |
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| Authors: | Pieter Wouters Huib K Tabbers and Fred Paas |
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| Institution: | (1) Educational Technology Expertise Centre, Open University of the Netherlands, P.O. Box 2960, 6401 DL, Heerlen, The Netherlands;(2) Institute of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands |
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| Abstract: | 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. |
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