Abstract
Zusammenfassung. Durch die zunehmende Verbreitung dynamischer, audiovisueller Medien in digitalen Lernangeboten gewinnt die Erforschung lernförderlicher Einsatzbedingungen von Videos zunehmend an Gewicht. Ausgehend von potentiellen Schwächen des Mediums Video werden aufbauend auf kognitiven Modellen zum kompetenten Umgang mit Informationen verschiedene lernförderliche Prozesse identifiziert, die durch den Einsatz entsprechender interaktiver Funktionen unterstützt werden können. Daran anschließend werden verschiedene Bedingungen identifiziert, unter denen interaktive Funktionen zur Kontrolle der Darbietungsgeschwindigkeit (z. B. Stopp-Funktion) sowie Funktionen zur Kontrolle der Darbietungsreihenfolge und Inhaltsauswahl (Inhaltsverzeichnis, Register) einen positiven Effekt auf den Wissenserwerb mit Videos haben können.
Abstract. The increasing dissemination of dynamic audiovisual media in digital learning environments has resulted in the growing importance of research on the beneficial effects of videos on learning. Building on potential negative effects of video in education, we use several cognitive models to identify processes relevant for learning that may be supported by corresponding interactive features. Following this, we describe boundary conditions for the beneficial effects of interactive features allowing for the control of pacing (e. g., stopping the video) as well as features allowing for the control of the sequence and the control of content (table of contents, index) on learning with videos.
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