Making training more cognitively effective: making videos interactive


Cherrett, Tom, Wills, Gary B., Price, Joe, Maynard, Sarah and Dror, Itiel E. (2009) Making training more cognitively effective: making videos interactive British Journal of Educational Technology, 40, (6), pp. 1124-1134. (doi:10.1111/j.1467-8535.2009.00985.x).

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Description/Abstract

The cost of health and safety (H&S) failures to the UK industry is currently estimated at up to £6.5 billion per annum, with the construction sector suffering unacceptably high levels of work-related incidents. Better H&S education across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to recreate the dynamic realities of managing H&S on site and therefore do not sufficiently create deeper cognitive learning (which results in remembering and using what was learned). The use of videos is a move forward, but passively observing a video is not cognitively engaging and challenging, and therefore learning is not as effective as it can be. This paper describes the development of an interactive video in which learners take an active role. While observing the video, they are required to engage, participate, respond and be actively involved. The potential for this approach to be used in conjunction with more traditional approaches to H&S was explored using a group of 2nd-year undergraduate civil engineering students. The formative results suggested that the learning experience could be enhanced using interactive videos. Nevertheless, most of the learners believed that a blended approach would be most effective.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1111/j.1467-8535.2009.00985.x
ISSNs: 0007-1013 (print)
Subjects:

Organisations: Electronics & Computer Science, Psychology, Civil Maritime & Env. Eng & Sci Unit
ePrint ID: 74244
Date :
Date Event
26 August 2009e-pub ahead of print
November 2009Published
Date Deposited: 11 Mar 2010
Last Modified: 18 Apr 2017 20:47
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/74244

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