The cognitive benefits of interactive videos: learning to tie nautical knots

By Stephan Schwan, Roland Riempp. 2004

494 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Experimental and Cognitive Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/25fed0ec7d9570599d7d27f16cefc0b3cf146e95

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In Computer Vision and Pattern Recognition

In Experimental and Cognitive Psychology

In Human-Computer Interaction

Citations in the corpus

Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective (2011, background): “Some studies have found significant advantages of interactivity (e.g., Schwan and Riempp 2004), whereas others have found no difference between interactive and non-interactive students (e.g., Lowe 2004).”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “In a study with a video about nautical knotting, Schwan and Riempp (2004) showed that pacing was heavily used (as instantiated by accelerating, decelerating, stopping, and repeating the video), especially as knot difficulty increased.”
The Science of Visual Data Communication: What Works (2021, unknown): “Viewercontrolled animation has shown some success (ChanLin, 1998; Faraday & Sutcliffe, 1997; Mayer & Moreno, 2003; Schwan & Riempp, 2004; Tversky, Morrison, & Betrancourt, 2002).”
Putting Education in “Educational” Apps (2015, methodology): “When adults were tasked with learning how to tie a nautical knot via video, they performed better when they were allowed to actively manipulate the video (e.g., to pause or rewind it) than when they were permitted only to watch it (Schwan & Riempp, 2004).”
Interactive Multimodal Learning Environments (2007, background): “Similar benefits for pacing were obtained in a study where participants learned to tie nautical knots of different complexity by watching videos (Schwan and Riempp 2004).”
Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load (2016, background): “Using animations, individuals can create mental schemas that cannot be obtained through pictures (Schwan and Riempp, 2004).”
Dynamic visualizations and learning: getting to the difficult questions (2004, background): “For this and the reasons discussed above, the viewer may be much less active in learning from dynamic displays than from static displays, a type of ‘‘couch potato’’ as characterized by Schwan and Riempp (2004).”
Does animation enhance learning? A meta-analysis (2016, methodology): “Compared to no control or interaction mode, the pacing control over the animationwas beneficial for students (H€offler& Schwartz, 2011; Mayer& Chandler, 2001; Nesbit& Adesope, 2011; Schwan & Riempp, 2004) and for children (Boucheix & Guignard, 2005).”
What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation (2005, background): “More recently with a procedural task of nautical knots tying from a video clip, Schwan and Riempp (2004) compared an interactive version (the video is entirely controllable: stop, rewind, slow) to a fixed not interactive version of the video clip.”
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, background): “The learners without the opportunity to practice (the passive condition) took significantly longer to learn to tie knots than the active condition (Schwan & Riempp, 2004).”
Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010, result): “Although the inclusion of self-pacing possibilities is generally recommended (Schwan and Riempp 2004), self-pacing did not have a compensating effect for learners with low spatial ability in itself in this analysis (contrary to some results by Garg et al.”