The effect of feedback types given to embedded questions in an interactive educational videos on the achievement and cognitive load of teacher candidates

This study aims to investigate the effect of feedback type given to embedded questions in interactive educational videos on the achievement and cognitive load of teacher candidates. In the study, the experimental model with the post-test control group was chosen as one of the experimental research methods. The researcher prepared an educational video about IP and IP classes. Embedded questions are added in certain time frames of the video. No feedback was given to the control group according to their responses. Experimental groups were given explanatory and corrective feedback. One hundred eighty volunteer students in undergraduate level in the faculty of education were subjected to the Topic Interest Scale to determine their previous level of interest in IP and IP Classes and the study was completed with 91 students which has low interest. The experiment was carried out in the computer laboratory. At the end of the experiment, Achievement Test was used to determine the levels of the groups, and Cognitive Load Scale was used to determine the cognitive loadings. A test was developed by the researcher. One-way analysis of variance (ANOVA) was used to determine whether achievement success scores and cognitive load scores differ between groups according to feedback types. When the types of feedback were examined, it was found to be significantly effective in increasing the academic success of the students in the group given explanatory feedback (F (2, 90) = 6.62, p <.05). When the explanatory feedback was given to the questions embedded in the interactive educational video prepared according to the principles of Cognitive Learning Theory with Multimedia, it was found that the cognitive load of the students decreased (F (2, 90) = 6.39, p <, 05). In the study, it was concluded that the students in the group given explanatory feedback were more successful and cognitively lower than the students in the control and corrective feedback groups. Keywords: Interactive Video, Feedback, Educational Video, Cognitive Load, Interpolated Question, Embeded Question