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Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies - such as the ability to switch between 2D and 3D and carry out simulations - are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET. [ABSTRACT FROM AUTHOR]

Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.

Background: While the use of digital technologies in collaborative design tasks have gained acceptance amongst educational researchers and instructors, few studies have analysed the application of video‐supported collaborative learning‐by‐design (VSC‐LBD) in the authentic setting of professional education and training. Objectives: This study on VSC‐LBD investigated the learning processes and outcomes of nursing students who collaboratively used a hypervideo authoring tool to learn the procedure about urinary catheter insertion. We hypothesized that the students who collaboratively used a hypervideo authoring tool to learn about a professional procedure would outperform those exposed to a traditional lesson on the same procedure. Further, we assumed that the students who created an instructional video from scratch would obtain higher learning scores than those who worked on existing footage. Methods: Participants (N = 60) worked in groups and were assigned to three conditions: in the first each group recorded a video while simulating the procedure and then turned the footage into a hypervideo (VSC‐LBD1); in the second condition each group already received the raw video to turn it into a hypervideo (VSC‐LBD1); in the third participants attended a traditional lesson (control). Pre‐ and post‐tests measured procedural knowledge acquisition. The co‐regulation episodes within the groups that produced the best and worst videos were assessed and measured. Results and Conclusions: The students in the two VSC‐LBD conditions significantly outperformed those in the control condition. No differences were found between making an original video and using existing footage. More co‐regulatory processing episodes were found in the best video group compared to the other groups. Takeaways: This study supports theoretical assumptions on the value of VSC‐LBD in authentic learning environments and provide useful information to instructors willing to adopt collaborative use of interactive video tools. Lay Description: What is already known about this topic: Video‐based technologies, and more in particular hypervideo with its additional affordances, results an effective tool to support procedural learning.Hypervideo designing is a fruitful Learning‐By‐Design (LBD) activity that allows learners to transform and restructure knowledge.From a pedagogical point of view, giving students collaborative design tasks on video materials showed to be quite effective. What this paper adds: Few studies have investigated the application of video‐supported collaborative learning‐by‐design (VSC‐LBD) in the authentic setting of professional education and training. The same is true when it comes to procedural knowledge acquisition applied to clinical procedures, with most studies focussing on conceptual knowledge acquisition.When working with a learning‐by‐design approach, a clear distinction between the benefit of designing a video from scratch and of designing the hyper‐ components was lacking.Adopting a VSC‐LBD pedagogical approach to support learning of professional procedures in the nursing sector showed to be very effective both looking at the learning processes and the learning outcomes. Implications for practice and/or policy: This study proposes a collaborative design activity to learn professional procedures and demonstrates its affordances in terms of learning gains compared to a traditional lesson.Giving students a collaborative design task to build a hypervideo seems more important than just giving them a design task on the starting video depicting the procedureThe paper provides instructors with the necessary information to develop pedagogically sound design VSC‐LBD activities in time‐sensitive yet effective ways. [ABSTRACT FROM AUTHOR]

Abstract According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students’ reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B). The results emerging from the comparison of the coding frequencies between the two groups show that HyperVideo can support the reflective processes of students, better connecting theory and professional practice.

Context: The ongoing change of work life by digital technologies requires vocational education and training (VET) to adapt constantly. This "digital transformation" of work life gives therefore rise to the question how to advance the use of digital technologies in VET. A possible answer may be found by considering that VET should be transferable to work life. This goal may be achieved by coupling educational activities with examples of work situations. Such situated education may be accomplished by using digital technologies. Until five years ago this mainly consisted in using digital photos, videos, and the internet for educational scaffolding or learning tasks. In research this situated digital VET taxonomy is currently expanding. Hence, the use of digital technologies in VET may be advanced by considering current research literature on situated digital VET. Method: Here, we have searched and reviewed scientific publications on situated digital VET published in the past five years. In the peer-reviewed publications that we had selected, we first identified which digital technologies were used for situated VET and which educational activities were coupled with work situation examples. Subsequently, we identified the categories to which the publications could be grouped together by analyzing the content of their full texts. Results: Situated digital VET was accomplished in about half of the reviewed publications by a digital video on a work situation, and in almost half of the publications by a work situation presented in a 3D virtual environment. Digital videos on work situations mostly served all types of learning tasks and rather rarely educational scaffolding. Work situations presented in 3D virtual environments mostly served cognitive or behavioral learning tasks and never educational scaffolding. Situated digital VET was moreover accomplished by using the digital representation of a work situation that either had occurred previously or that was immediately taking place. Conclusions: Our findings suggest that retrospectively and immediately situated digital VET may be the two categories of an up-to-date basic taxonomy of situated digital VET. Hence, an important question to investigate for advancing the use of digital technologies in VET is the following: Which of the two identified types of situated digital VET can facilitate which kind of vocational learning? Based on the reviewed publications we are not able to give any answers to this. Hence, there is a massive need to investigate which kind of vocational learning can be facilitated by retrospectively, and which by immediately situated digital VET.

Tema centrale di questo contributo è la reazione dei partecipanti alla fruizione di un Interactive Massive Open Online Course (I-MOOC) multipiattaforma la cui soluzione architetturale segue il disegno di un particolare approccio e-learning pensato per la formazione docenti sull’uso inclusivo delle tecnologie di rete. Un approccio e-learning che, facendo leva sulla tecnologia dell’hypervideo, garantisce ai partecipanti massima libertà nel decidere tempi e percorsi personalizzati di fruizione dei contenuti, consentendo al tempo stesso diversi livelli di interattività con i materiali formativi, i pari e gli e-instructor. Dopo aver descritto l’architettura logica e tecnologica del sistema unitamente all’approccio e-learning istanziato, si passerà ad analizzare le reazioni dei docenti coinvolti nella fase di validazione dell’I-MOOC prima del suo lancio pubblico. Dai questionari di rilevamento somministrati a fine corso si vedrà come i validatori abbiano espresso pareri favorevoli sull’efficacia dell’interattività ipermediale con i materiali corsuali, dichiarando anche di gradire la possibilità di personalizzare sia il percorso di fruizione dei contenuti formativi, sia la gestione delle tempistiche di partecipazione alle attività corsuali (e-tivity). A conclusione del contributo si accennerà agli sviluppi tecnologici dell’I-MOOC (già in corso) e che prevedono il corredo del sistema con un assistente conversazionale in grado di alleggerire, e quando possibile sostituire, l’azione degli e-instructor nella gestione di un corso massivo.

One of the most recent trends in the evaluation of immersive virtual environments is the incorporation of user metrics. In this article, we conduct a user study on a 360° hypervideo, using a dashboard based on detailed metrics obtained from users' interactions with 360° hypervideos. It is essential to evaluate the quality of experience to monitor service quality from the perspectives of consumers. We demonstrate a framework to examine the user experiences of 360° environments and evaluate them using the xAPI specification, facilitating the development of analytics solutions centered in the user experience; and how the graphs and related data composing the dashboard provide valuable information about ways of navigating and interacting with 360° video experiences, as well as the time invested in them. In the user study, we include the visual perception, attention, tracking and interaction of users watching Proemaid (a 360° multimedia production), collected from an interactive 360° video player in the form of xAPI statements. The Proemaid production has been played in a vast variety of contexts by stakeholders from government, technology and education, among others. Therefore, the quantitative results and the qualitative analysis of the user study are intended to outline a sketch of the users' ways of navigating, interacting and investing time in 360° hypervideo productions. We consider that these metrics will be very interesting in the specification of new omnidirectional storyboards for film producers of content in 360°. Finally, we propose potential directions for empirical investigation that highlight its great potential in many fields. [ABSTRACT FROM AUTHOR]

In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described. [ABSTRACT FROM AUTHOR]

Recent technological advances are rekindling educational interest in hypervideo (HV). HV provides a good opportunity for enhanced teaching and learning thanks to its affordances for interactivity (advanced navigation control, hyperlinking with supplementary materials, and communication options). This study investigated how these functionalities can be employed in a vocational education context by examining the design of three prototypical HV lesson scenarios (expository, individual learning, and collaborative learning) and comparing their effectiveness with that of a traditional lesson. Effects on motivation and knowledge acquisition were assessed. Results indicated that the HV lessons supported learning more effectively than traditional lessons. On a delayed posttest, all experimental conditions scored significantly higher than the control condition. The special benefits of HV use for expository instruction are singled out for discussion. This study provides an encouraging starting point for scholars who would like to investigate the functional integration of HV in educational practices. [ABSTRACT FROM AUTHOR]

Hypervideos and interactive multimedia presentations allow the creation of fully interactive and enriched video. It is possible to organize video scenes in a nonlinear way. Additional information can be added to the video ranging from short descriptions to images and more videos. Hypervideos are video-based but also provide navigation between video scenes and additional multimedia elements. Interactive multimedia presentations consist of different media with a temporal and spatial synchronization that can be navigated via hyperlinks. Their creation and description requires description formats,multimediamodels, and standards-- as well as players. Specialized authoring tools with advanced editing functions allow authors to manage all media files, link and arrange them to an overall presentation, and keep an overview during the whole process. They considerably simplify the creation process compared to writing and editing description documents in simple text editors. Data formats need features that describe interactivity and nonlinear navigation while maintaining temporal and spatial synchronization. Players should be easy to use with extended feature sets keeping elements synchronized. In this article, we analyzed more than 400 papers for relevant work in this field. From the findings we discovered a set of trends and unsolved problems, and propose directions for future research. [ABSTRACT FROM AUTHOR]

The term ‘hypervideo’ has different interpretations in the scientific literature. The aim of this contribution is to define hypervideo as it is and can be (more optimally) used for teaching and learning purposes. Videos can promote learning by recreating real experiences and dynamic processes, although they do not necessarily enable students to interact with contents and to self-regulate their learning. Hypervideos technically overcome these limitations and add further benefits. However, even though some literature on the topic exists, the concept of hypervideo is not well represented in the scientific community and lends itself to different interpretations. Results show that hypervideo is defined as a dynamic artefact, it should allow navigation control and include additional material; it could also integrate individual or collaborative annotation and automated or manual feedback. So far, most studies have been conducted in artificial settings involving tertiary-level students. Finally, its use is beneficial for students’ learning. [ABSTRACT FROM PUBLISHER]

The article presents the results from an experiment with hypervideo, a form of interactive video used for interactive TV news stories. Using proprietary technology and journalistic content developed and produced for the experiment, 20 test users were interviewed about their experiences with interactive TV news. The results are linked to theory concerning public service broadcasting in the digital area and news journalism for new digital platforms.

Videos have been more and more used in the last decade for educational purposes, given the value they may have for representing dynamic processes or complex systems which need to be observable for a proper and deep understanding. However, the video in itself does not enable students to actively interact with the contents, nor to support those reflective processes which can really foster learning. To overcome these limitations, traditional videos can be enriched with additional information, to be transformed into hypervideos. This contribution presents a short selection of illustrative experiences conducted by a group of teachers who used a specific hypervideo tool developed in the framework of the project ‘Scuolavisione’ in the Swiss vocational education system. The aim is to show which kind of instructional activities can be supported by hypervideos and how both teachers and apprentices perceive this tool with regard to its ease-of-use and usefulness. Results show that hypervideos can be used to flexibly support different pedagogical strategies, and that the tools presented here are perceived as usable and effective both by teachers and apprentices. This encourages further research on hypervideos as a new means to put video-based learning into practice.

Through youtubian video lessons of scientific writing, this study, which is anchored in a dialogical discourse analysis, intends to demonstrate how the reconstruction of the class, with the help of technology, ensures the place of different discursive practices on the Internet, according to the interaction of different spheres. As endless speech genres invade the languages of communication through modern technological mediations, leading us to other paths and reallocating our way to "read videologically", support also is positioned as a key element of this analysis, whereas the use of youtubian video lessons as a means of teaching and dissemination is a result of new ways of spreading knowledge in contemporary society. [ABSTRACT FROM AUTHOR]

In diesem Beitrag werden verschiedene Ansätze zur visuellen Analyse von Nutzeraktivitäten in linearen und nicht-linearen Lernvideos behandelt. Ziel ist es dabei, durch geeignete Visualisierungsinstrumente besser zu verstehen, wie Lernende einzelne Videos nutzen und sich innerhalb von Videokollektionen verhalten. Ausgehend von der Erhebung und Aufbereitung von Logdaten werden Visualisierungen für die Betrachtung von einzelnen Lernenden und Lerngruppen vorgestellt. Das Nutzerverhalten in nicht-linearen Videos respektive Hypervideos wird durch Verlaufspfade, Segment-Zeit-Diagramme und Graphen veranschaulicht. 24.04.2014 | Niels Seidel (Dresden)

The study presented here is part of 'Scuolavisione', a project supported by the State Secretariat for Education, Research and Innovation (SERI) [project #08-756b] and by the Vocational Education and Training Division of the Canton of Ticino, which commissioned its development to the Swiss Federal Institute of Vocational Education and Training (SFIVET). The project has also been conducted in conjunction with Radiotelevisione svizzera di lingua italiana (RSI), which is an enterprise unit of the Swiss Public Broadcasting Company SSR SRG. [ABSTRACT FROM AUTHOR]

Hypervideos are hypermedia documents that focus on video content. While they have long been deployed using specialized software or even hardware, the Web now offers a ground for them to fit into standardized languages and implementations. However, hypervideo design also currently uses very specific models limited to a single class of documents, or very generic hypermedia models that may not appropriately express their specific features. In this article we describe such features, and we introduce CHM, an annotation-driven and component-based model to conceptualize hypervideos through a high level operational specification. An extensible set of high level components is defined to emphasize the presentation and interaction features modeling, while lower level components offer more flexibility and customization opportunities. Being annotation-based, the model promotes a clear separation between video content/metadata and their various potential presentations. We also describe WebCHM, an implementation of CHM with standard Web technologies that provides a general framework to experiment with hypervideos on the Web. Two examples are provided as well as a preliminary usage study of the model and its implementation to validate our claims and proposals. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the question of whether the interaction effects of hypervideo navigation variables (navigation control and navigation links) would affect college students' self-regulated learning just after their learning from instructional hypervideo programs. Navigation control (free navigation or free navigation with advisement) and navigation links (video-based links or video/text-based links) were independent variables in this 2x2 factorial design quantitative study. Instructional content was the same in four experimental treatments: FN/VbL environment (free navigation via video-based links); FN/VTbL environment (free navigation via video/text-based links); FNwA/VbL environment (free navigation with advisement via video-based links); and FNwA/VTbL environment (free navigation with advisement via video/text-based links. Participants in the study were (60) preservice teachers randomly assigned to one of the four experimental groups. Data analyses were conducted to test the hypotheses derived from research questions. Two-way ANO-VA test was used to investigate the main effects of the two independent variables on the ten (10) separate self-regulated learning strategies, and on the overall self-regulated learning strategies (SRL). This study provided statistical evidence that free navigation fosters 100% of the separate and overall self-regulated strategies without the need for advisement at all; that VbL fosters about (91%) of the separate and overall self regulated strategies; and that no effects were found for the interaction between the two independent variables in terms of 7 separate strategies and the overall strategies. [ABSTRACT FROM AUTHOR]

Hypervideos are multimedia files, which differ from traditional video files in that they can be navigated by using links that are embedded in them. Students can therefore easily access content that explains and clarifies certain points of the lectures that are difficult to understand, while at the same time not interrupting the flow of the original video presentation. In this paper we report on the design, development and evaluation of a hypermedia e-Learning tool for university students. First, the structure of the hypervideo model is presented; once the structure is known, the process of creating hypervideo content is described in detail, as are the various ways in which content can be linked together. Finally, an evaluation is presented, which has been carried out in the context of an engineering class by use of an interactive experiment, involving N = 88 students from a digital systems course. In this study the students were randomly assigned to two groups; one group participated in the course as usual, whilst the second group participated in the same course while also combining the conventional learning with the hypervideo content developed for the course. The students' learning results showed that the students who had access to the hypervideo content performed significantly better than the comparison group. [ABSTRACT FROM AUTHOR]

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In this work we aim to build, in a first step, a repository containing audiovisual document (AVD) doubly indexed: descriptively and thematically. And in a second step, the establishment of a search engine fragments AVD answering queries on descriptive attributes and thematic. The targeted platform includes as a first module, the automatic transcription of AVD text document containing all the content of a newscast and an XML file indicating the time code for each word transcribed begin and end in the sequence. The second module consist of segment text in homogeneous themes with identification of themes and extracting keywords by combining the two tools TextTiling and LSI (Latent Semantic Indexing). A minimal ontology including the major themes will be expanded by the topic segmentation and extraction of keywords, so each major theme will be enriched and identified themes, and each of these themes will have annotated by the relevant keywords. In this paper, we present the conceptual model of thematic research platform into a repository of documents indexed by AV descriptive and thematic metadata. [ABSTRACT FROM AUTHOR]

Hyper-Hitchcock consists of three components for creating and viewing a form of interactive video called detail-on-demand video: a hypervideo editor, a hypervideo player, and algorithms for automatically generating hypervideo summaries. Detail-on-demand video is a form of hypervideo that supports one hyperlink at a time for navigating between video sequences. The Hyper-Hitchcock editor enables authoring of detail-on-demand video without programming and uses video processing to aid in the authoring process. The Hyper-Hitchcock player uses labels and keyframes to support navigation through and back hyperlinks. Hyper- Hitchcock includes techniques for automatically generating hypervideo summaries of one or more videos that take the form of multiple linear summaries of different lengths with links from the shorter to the longer summaries. User studies on authoring and viewing provided insight into the various roles of links in hypervideo and found that player interface design greatly affects people's understanding of hypervideo structure and the video they access. [ABSTRACT FROM AUTHOR]

Active reading of audiovisual documents is an iterative activity, dedicated to the analysis of the audiovisual source through its enrichment with structured metadata and the definition of appropriate visualisation means for this metadata, producing new multimedia objects called hypervideos. We will describe in this article the general decomposition of active reading and how it is put into practice in the Advene framework, analysing how its activities fit into the Canonical Media Processes model. [ABSTRACT FROM AUTHOR]

Hyper-Hitchcock consists of three components for creating and viewing a form of interactive video called detail-on-demand video: a hypervideo editor, a hypervideo player, and algorithms for automatically generating hypervideo summaries. Detail-on-demand video is a form of hypervideo that supports one hyperlink at a time for navigating between video sequences. The Hyper-Hitchcock editor enables authoring of detail-on-demand video without programming and uses video processing to aid in the authoring process. The Hyper-Hitchcock player uses labels and keyframes to support navigation through and back hyperlinks. Hyper- Hitchcock includes techniques for automatically generating hypervideo summaries of one or more videos that take the form of multiple linear summaries of different lengths with links from the shorter to the longer summaries. User studies on authoring and viewing provided insight into the various roles of links in hypervideo and found that player interface design greatly affects people's understanding of hypervideo structure and the video they access. [ABSTRACT FROM AUTHOR]

Hypervideo, as an interactive tool with links within video frames, is becoming widely used in multimedia presentations for e-learning applications. Its concept of rich multimedia presentation together with temporal based link objects, gives a chance for use in engineering education courses, where many practical work and experiments are needed. In the article we present a strategy for the development and navigation of hypervideo application, to be used in engineering education. Example of magnetic suspension system experiment was built as hypervideo application. The system usability was tested with two methods, software usability measurement inventory (SUMI) evaluation and general approach to usability engineering. Test results have shown that hypervideo increases the users' motivation to work and helps students recognize, organize and present specific information. By applying some of the proposed improvements in future development, hypervideo could be a significant tool in the future of engineering education. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 16: 31–44, 2008; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20116 [ABSTRACT FROM AUTHOR]

The paper reports an approach to develop an interactive TV system based on the concept of hypervideo. The great innovation the concept of hypervideo proposed in this paper brings is the possibility to associate different complementary information about the objects shown in scene. The association between those complementary information and video is made by embedding hyperlinks (references) into a digital video being transmitted, allowing the user to access such information by clicking in an area of the image being watched. This is an innovative approach for interactive television in the sense that it admits the association of video and context sensitive information. A concept proof prototype, developed to illustrate the ideas proposed, is presented in this paper. [ABSTRACT FROM PUBLISHER]

This paper presents the enhanced frame-based video coding scheme. The input source video to the enhanced frame-based video encoder consists of a rectangular-sized video and shapes of arbitrarily shaped objects on video frames. The rectangular frame texture is encoded by the conventional frame-based coding technique and the video object's shape is encoded using the contour-based vertex coding. It is possible to achieve several useful content-based functionalities by utilizing the shape information in the bitstream at the cost of a very small overhead to the bit-rate. [ABSTRACT FROM AUTHOR]

In this article, we discuss the results of an experiment in which we studied two apparently conflicting classes of design principles for instructional hypervideos: (1) those principles derived from work on multimedia learning that emphasize spatio-temporal contiguity and (2) those originating from work on hypermedia learning that favour user-friendly interfaces. Four hypervideos differing in the position and number of hyperlinks were compared to one another and to a control condition in an experimental learning situation. Participants (N=74) were novices in relation to the topic. During learning, students’ navigation behaviour was recorded. Knowledge acquisition was tested by comparing pre- and post-test measures. Results indicate that both navigation and knowledge acquisition were not significantly influenced by the design parameters. However, individual characteristics of navigation behaviour were significantly and positively correlated with knowledge acquisition. [Copyright &y& Elsevier]