The Effect Of The Feedback Contents Of Question On The Undergraduates’ Learning Effectiveness In Interactive Instructional Videos

Video has been playing main role in presentation in the video-course. The presenting formats are also constantly changing. From the Teaching Record to the picture-in-picture type (the background of teacher is same as video’s), the voice over presentation type (the background of teacher are different form video’s) and the screen recording without teacher’s image, we find that although the presenting formats of instructional videos are various, they give users operating authorization which are still viewing the content and controlling the video player. There is no more interaction between the audience and the contents in the videos. In order to solve this problem, Question-embedded interactive instructional videos draw our more attention. Students can watch video while answer the question, during answering question, Students can interact with the video. So this experiment focuses on the Question-embedded interactive instructional video, trying to explore how the feedback contents of questions in this video affect students’ learning effect, we expects the result of this experiment to provide some help for the design and production of Question-embedded interactive instructional videos.Firstly, this experiment selected declarative knowledge and procedural knowledge as content of courses in the video, by embedding the questions and feedback in the general video with the software:Storyline, it finally made the Question-embedded interactive instructional video. Then, according to the degree of complexity of the feedback contents of questions, we developed three kinds of feedback:no feedback, result feedback and information feedback. Lastly, based on reading the relevant literatures enough, the experiment was made of procedural knowledge and declarative knowledge two experiments, to explore how every feedback affects different knowledge learning effect through two experiments, after the first experiment and the following experiment, we gathered the data from every group and analyzed the data comparatively, and finally got some conclusion.The final results showed that the feedback contents have influence on the different knowledge learning outcome, learning satisfaction and cognitive load during watching the video. There are some following concrete results found in the experiment.The knowledge learning effects:for the declarative knowledge, no feedback group is the best of three kinds of feedback. For the procedural knowledge, result feedback group is the best of three kinds of feedback.The cognitive load in the learning process:information feedback group has more cognitive load than other in both the declarative knowledge and procedural knowledge learning.The learning satisfaction in the learning process:for the declarative knowledge whatever the declarative or procedural knowledge, the feedback has no influence on learning satisfaction.However, this research still has some deficiencies, for example, the complexity of knowledge, the teachers’ images and the form of feedback may have the same influence on learning effects, but these interferential variables were not considered in this experiment, which must be put more attention in the future.