Effect of interactive video length within e-learning environments on cognitive load, cognitive achievement and retention of learning

Abstract

The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affect learners’ engagement and their learning through watching digital interactive videos. the main purpose of this study is to examine whether long interactive videos can improve students’ performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of (63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments.