Learning from interactive video: the influence of self-explanations, navigation, and cognitive load

Recent research has shown that enhancing instructional videos with questions, such as self-explanation prompts, and thus shifting the process from receptive to constructive learning, is beneficial to learning. However, the inclusion of questions is often confounded with the implementation of learner pacing through navigation features. Furthermore, previous studies have often not controlled for learning time. To address these shortcomings, an experiment ( N = 128) was conducted. Participants watched an instructional video about cloud formation and lightning, with learning time controlled. In a 2 × 2 between-subjects design, navigation features (learner pacing vs. system pacing) and self-explanation prompts (prompts vs. no prompts) were manipulated. The results showed no effects of navigation features and self-explanation prompts on learning performance. While navigation features did not affect cognitive load, self-explanation prompts increased both intrinsic and extraneous cognitive load. Overall, the quality of responses to prompts was low but positively related to comprehension. The results are discussed in terms of the Interactive-Constructive-Active-Passive framework and Cognitive Load Theory. They highlight the importance of boundary conditions when investigating the effects of interactive features in instructional videos.