Interactive Design And Research Of Video Teaching Resources

With the popularity of the Internet, the rapid development of information technology education and the growing of mass open learning resources, educational researchers begin to focus on the video-based teaching resources multimedia form. But now video teaching resources generally lack the necessary interaction, so the students are prone to produce fatigue, and lose interest in learning, resulting in poor learning outcomes. The interactive video teaching resources' interactive function can not only improve the availability of video teaching resources to meet the learning characteristics of fragmentation, but also can enrich students' learning style, improving learning outcomes. Therefore, the video teaching resources with interactivity have broad prospects, and the research of it has significant meaning and value. The main purpose of the paper is designing and researching interactive features of video teaching resources, and providing a reference for researchers in the field. The study is to explore the impact of video teaching resources' interactive features on learners' learning effect through experimentation, including the following aspects:The first,the article uses the literature research to collect multimedia learning, video, teaching resources and video interaction related information, and according to the type and application of the current existing video interaction situation in the network, designs and produces a video teaching resources with interactive navigation and interactive feedback problems. The research also learns about technology acceptance model and satisfaction to design video teaching resources interactivity acceptance questionnaire.The second, adopt the method of empirical research on the study of the function of the video teaching resources interaction design and application effect. The paper includes two studies: the first study is to explore the empirical research with interactive navigation video teaching resources. The second study is to explore the empirical study of the interactive video feedback problem teaching resources. By experimental approach, we can compare different effects between video teaching resources with interactive function of video teaching resources and video teaching resources without interactive function, and recognition of video teaching resources interaction function. One study showed that: In the study "personal liberty", the group and there is no understanding of the interaction after the interaction group T-test for independent samples measured nearly a significant difference, and there is no greater than the mean of the interactive group mean group interaction; in the study " Social security " knowledge interactive group and no cross-group posttest independent samples T-test there is a significant difference, and there mean interactive group is greater than the average non-interactive group, showing that the interactive group learning effect is better than the non-interactive group learning; in recognition of using interactive navigation video teaching resources, interactive navigation subjects consider it is useful and easy to use. The use attitude is positive, behavioral intention is high, and the system uses satisfaction is high. Two researches show that: when the "feel" of content, there is significant difference in learning between interaction group and non-interactive group after group of independent samples T-test measuring, when leaning content, of "Du Liao Law", there is no significant difference interaction between the interaction group and the non-interaction group, but post knowledge measure mean of interactive group is higher than that of non-interactive group. We can see that, interactive learning group is better than non-interactive group in learning effect.In recognition aspects of the use of the interactive problem feedback video teaching resources, the participants think interactive problem feedback is useful, easy to use. The users' attitude is positive and their behavioral intention is high.To sum up in the first experiment and the second experiment in interactive group mean is greater than the mean free interactive group. After learning "personal liberty" and "Du Liao Law", there is no significant difference between cross-group interaction and group knowledge post test independent samples T-test. It may be relate to content knowledge test subject after the two parts of the design.The third, the last part is the conclusion, which summarizes the main content and innovation of the research, and points out some flaws in the paper and as well as follow-up research in the future.