The cognitive benefits of interactive videos: learning to tie nautical knots
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In Schwan and Riempp (2004), control of pacing was heavily used, especially with increasing knot difficulty, resulting in better understanding and less practice time.
“This control of pacing was heavily used, especially with increasing knot difficulty.The more difficult the knots became, the more use of control options was made, which resulted in a better understanding of the underlying processes and less practice time was needed.”
From Interactivity in Video-based Models (2007) · cites this paper as Schwan and Riempp 2004
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- Authors
- Schwan, S., & Riempp, R.
- Affiliations
- Johannes Kepler University of Linz (AT)
- Offenburg University of Applied Sciences (DE)
- Corresponding author
- Schwan, Stephan
- ORCID
- Schwan, Stephan
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2004-06
- Volume
- 14
- Issue
- 3
- Pages
- 293-305
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2160521364
- Semantic Scholar
- 25fed0ec7d9570599d7d27f16cefc0b3cf146e95
- Cited by
- 483
- References
- 30
- Citations by year
- 2026: 14 · 2025: 16 · 2024: 26 · 2023: 32 · 2022: 30 · 2021: 32 · 2020: 29 · 2019: 20 · 2018: 31 · 2017: 26 · 2016: 33 · 2015: 17 · 2014: 35 · 2013: 27 · 2012: 16
- FWCI
- 13.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- Opus-HSO (Offenburg University of Applied Sciences) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- interactive video, nautical knots, skill acquisition, cognitive load, dynamic visualization, video-based learning, attention allocation, cognitive resources, skill complexity
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