Interactive video: Difference between revisions
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==Definitions and background== | ==Definitions and background== | ||
As defined by Annetta and Minogue, interactive [video] is a “two-way video conference network system” ( | As defined by Annetta and Minogue (2004), interactive [video] is a “two-way video conference network system” (p. 485). Interactive videos present new ways of using the television, including on-demand video, two-way conference and phone-in programs (Pemberton, Fallahkhair & Masthoff, 2005). Interactive television users are able to select subtitles or captions, choose from different audio and video streams, communicate by email or telephone during a broadcast and access supplementary materials on screen while viewing the video (Fallahkhair, Pemberton & Griffiths, 2007). | ||
Instructors using interactive television as a teaching tool make use of a variety of multimedia tools, such as cameras and microphones, to promote interaction with participants (Johnson, Lohman, Sharo & Krenz, 2000). Unique elements linked to a live television broadcast, such as live-to-air questions, answer sessions with the presenter, faxing assignments and telephone conversations, define interactive television and videos in an educational setting (Evans, Stacey, Tregenza, 2001). | |||
==Affordances== | ==Affordances== | ||
Revision as of 00:02, 6 October 2014
Interactive video
Mary Wilson, Memorial University of Newfoundland
Definitions and background
As defined by Annetta and Minogue (2004), interactive [video] is a “two-way video conference network system” (p. 485). Interactive videos present new ways of using the television, including on-demand video, two-way conference and phone-in programs (Pemberton, Fallahkhair & Masthoff, 2005). Interactive television users are able to select subtitles or captions, choose from different audio and video streams, communicate by email or telephone during a broadcast and access supplementary materials on screen while viewing the video (Fallahkhair, Pemberton & Griffiths, 2007).
Instructors using interactive television as a teaching tool make use of a variety of multimedia tools, such as cameras and microphones, to promote interaction with participants (Johnson, Lohman, Sharo & Krenz, 2000). Unique elements linked to a live television broadcast, such as live-to-air questions, answer sessions with the presenter, faxing assignments and telephone conversations, define interactive television and videos in an educational setting (Evans, Stacey, Tregenza, 2001).
Affordances
Constraints
Links
What you need to know about interactive TV
Guess what marketers? Interactive TV is actually here
Works Cited
Annetta, L. and Minogue, J. (2004). The effect teaching experience has on perceived effectiveness of interactive television as a distance education model for elementary school science teacher’s professional development: another digital divide? Journal of Science Education and Technology, 13(4), 485-495. doi 10.1007/s10956-004-1469-8
Dobbs, R. L. (2004). Impact of training on faculty and administrators in an interactive television environment. Quarterly Review of Distance Education, 5(3), 183-194. Retrieved from http://www.editlib.org/p/106701/
Dupin-Bryant, P. (2004) Teaching styles of interactive television instructors: a descriptive study. American Journal of Distance Education, 18(1), 39-50. doi: 10.1207/s15389286ajde1801_4
Evans, T , Stacey, E & Tregenza, K. (2001). Interactive television in schools: an Australian study of the tensions of educational technology and change. International Review of Research in Open and Distance Learning, 2 (1), 1-16. Retrieved from: http://eric.ed.gov/?id=EJ631994
Fadde, P. (2006). Interactive video training of perceptual decision-making in the sport of baseball. Technology, Instruction, Cognition and Learning, 4, 237-256. Retrieved from http://www.peterfadde.com/Research/Baseball.pdf
Fallankhair, S., Pemberton, L. and Griffiths, R. (2007). Development of a cross platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, 23, 312-325. doi: 10.1111/j.13652729.2007.00236.x
Hammond, J., Cherret, T., Waterson, B. (2014). Making in-class skills training more effective: the scope for interactive videos to complement the delivery of practical pedestrian training. British Journal of Educational Technology. doi:10.1111/bjet.12205
Hannafin, M. (1985). Emperical issues in the study of computer-assisted interactive video. Educational Communication and Technology, 33(4), 235-247. Retrieved from www.jstor.org/stable/30218170
Hilgenberg, C. & Tolone, W. (2000). Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive video. American Journal of Distance Education, 14(3), 59-73. doi: 10.1080/08923640009527065
Johnson, L., Lohman, M., Sharp, J. & Krenz, T.S. (2000). Continuing dental education via an interactive video network: course development, implementation and evaluation. Journal of Educational Media, 25(2), 129-140. doi: 10.1080/1358165000250205
Marsh, B., Mitchell, N. and Adamcsyk, P. (2010). Interactive video technology: enhancing professional learning in initial teacher education. Computers & Education, 54, 742–748. doi:10.1016/j.compedu.2009.09.011
Paulson, K., Higgins, K., Peterson Miller, S., Strawser, S. and Boone, R. (1998). Delivering instruction via interactive television and videotape: student achievement and satisfaction. Journal of Special Education Technology, 13(4), 59-77. Retrieved from http://www.editlib.org/p/86435/
Pemberton, L., Fallahkhair, S., & Masthoff, J. (2005). Learner centred development of a mobile and iTV language learning support system. Educational Technology & Society, 8(4), 52-63. Retrieved from http://www.ifets.info/journals/8_4/7.pdf
Russell, W. D., & Newton, M. (2008). Short-term psychological effects of interactive video game technology exercise on mood and attention. Educational Technology & Society, 11(2), 294-308. Retrieved from http://www.ifets.info/journals/11_2/21.pdf
Schaffer, L. and Hannafin, M. (1986). The effects of progressive interactivity on learning from interactive video. Educational Communication and Technology, 34(2), pp. 89-96. Retrieved from http://www.jstor.org/stable/30219879