Evaluation of the interactive video design process in open and distance learning: A design-based research example

Towards the end of the first quarter of the 21st century, the reflections of the advances in information and communication technologies can be seen considerably in the field of Open and Distance Learning (ODL) as in every other field. The main reason for this is that technology is one of the key components of ODL. The technology component in ODL environments indicates the presence of interactive structures (learner-learner, learner-instructor, learner-content, etc.). Therefore, there is a need to develop designs that will support the learner-content interactive structure which is highlighted in the literature for the success of ODL. This study, within this context, involves the evaluation of the interactive video design process for a course in the open education system of Anadolu University. The theoretical framework is structured within the scope of multimedia learning, adult learning, and human-computer interaction. The study is a mixed method research combining qualitative and quantitative research methods. in addition, multiphase design was applied. In the study, the design-based research (DBR) (phase I. evaluation by instructor; phase II. and III. - evaluation by learner) model was used. In the first phase of the DBR, the interactive video was evaluated by six field experts participating in the study. For this purpose, online individual interviews were conducted using semi-structured questions created within the scope of multimedia learning and adult learning. The data obtained through the analysis of qualitative data show that the participants focused on five main categories (guidance, readiness, motivation, engagement and personalized learning). The evaluation of the developed interactive video in the second and third phases of the DBR was made within the scope of human-computer interaction. 175 learners in the second phase and 176 learners in the third phase participated in the study. In the second and third phases of the study, System Usability Scale, Learning Object Evaluation Scale for Students and Intrinsic Motivation in e-Learning Questionnaire were used as data collection tools. As a result of the analysis of the quantitative data collected in the second and third phases of DBR, the effect of interactive video on usability, perceived learning, quality, engagement, and intrinsic motivation was found to be positive. These findings show that learners approved of interventions in improvement cycles. In the second and third phases of DBR, both qualitative and quantitative data were obtained. As a result of the analysis of the qualitative data in the second phase, likes (narration style, interactive structure, presentation technique and usability) and dislikes (instructional design problems and usability problems) about the interactive video were revealed. The results of the analysis of the qualitative data collected in the third phase of the DBR revealed the same categories. The results of the analysis of the quantitative data collected in the third phase showed that the arithmetic means increased compared to the second phase, but this did not make a significant difference. Due to the saturation of the data collected in the third phase, DBR was terminated in the third phase. In the research, it was determined that the use of interactive video in ODL positively affects usability, perceived learning, quality, engagement and intrinsic motivation. However, it has been determined that guidance, readiness, motivation, engagemnet, and personalized learning points should be taken into account for a successful educational interactive video design process.