Interactive videos require students to actively participate while watching the video, such as interacting with the video by selecting different options, dragging and dropping elements, answering questions, or completing quizzes. Students must actively interact with the video to continue watching or completing the task. “Students cannot progress to the next level of learning without interacting with a test that determines whether they have learned enough to move on to the next level, or if they still need to do corrective learning. The nature of computer-based behaviorist learning is interactive because it forces the learner to respond(Bates, 2019).”
After viewing a video, effective activity for learners may be to reflect on the content and apply it to their own life or experience. For example, learners could be asked to write a short reflection or journal entry about how the concepts or ideas presented in the video relate to their personal or professional goals. This activity will help learners develop critical thinking and self-awareness skills and deepen their understanding of the video content.
To complete the reflection activities, learners can use various media or technologies such as word processors, blogging platforms or forums. Based on the learning objectives and target audience, designers and developers can choose the most appropriate medium or technology to best support learning outcomes as well as learner preferences and abilities.
To provide feedback on reflective activities, designers and developers can use various mediums or techniques, such as automated quizzes, peer reviews, or teacher feedback. Depending on the level of feedback required and the number of learners, designers and developers can choose the most appropriate medium or technology to best balance effort and quality of feedback.
Reference
Bates, A. W. (2019). 9.6 interaction. Teaching in a Digital Age Second Edition. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/