Το διαδραστικό βίντεο στα Μαθηματικά και τις Φυσικές Επιστήμες

Abstract

The aim of this study was to investigate the qualitative characteristics of embedded questions in interactive videos, such as the type of questions, their teaching functions, the types of knowledge and the cognitive process dimension, in different interactive videos that concerned all the grades of Primary Education. To carry out this research, we selected 45 interactive videos from the EdPuzzle, a web-based program designed to create interactive videos. In a sample of 352 embedded questions, using the Content Analysis method, we systematically recorded, described and interpreted the research data, answering all four research questions.

From the results of the research, it emerged that the Multiple Choice questions, the teaching function of the Diagnosis, the Factual knowledge and the cognitive dimension of Remembering generally shape the instructional design of the interactive videos of the sample. In other words, it shows a tendency to apply practices derived from traditional teaching and to avoid other, more modern and innovative ones. Nevertheless, there were also positive surprises, proving that complex cognitive goals, such as Metacognitive Knowledge and Evaluation, can be promoted, even in 1st grade students.