Experiences with interactive video assessment in higher education to enhance teaching and learning

Abstract

When designing quality educational experiences, decisions must be made based on the latest educational technologies available. Interactive videos are one of the most advanced digital information technology and multimedia content developments. Therefore, using interactive videos requires significant investment in technology and human resources, which could be challenging in countries experiencing socio-economic or digital inequalities. Using a four-phased sequential exploratory mixed-method research design, this study aimed to explore lecturers’ (n=20) and students’ (N=800) experiences with interactive videos in South Africa to discover the underlying drivers for adopting interactive videos and identify factors that could hinder adoption. During the exploration, the Community of Inquiry (CoI) framework informed the study on instructional design principles to consider when creating educational experiences (i.e., social presence, cognitive presence, and teaching presences) and the Technology Acceptance Model (TAM) provided insight into determinants (i.e., perceived usefulness; perceived ease of use; behavioural intention to use technology) that directly or indirectly could explain lecturers’ behavioural intentions to adopt interactive videos. This study found that interactive videos have significant benefits and advantages that can positively impact teaching and learning experiences, making them a valuable application for lecturers and students. Findings also show the diverse possibilities for using interactive videos to promote a teacher and cognitive presence online. Findings from this study could help support and guide the adoption of interactive videos in higher education.