Optimization of Interactive Videos Empowered the Experience of Learning Management System

Abstract

The Learning management system (LMS) is now being used for uploading educational content in both distance and blended setups. LMS platform has two types of users: the educators who upload the content, and the students who have to access the content. The students, usually rely on text notes or books and video tutorials while their exams are conducted with formal methods. Formal assessments and examination criteria are ineffective with restricted learning space which makes the student tend only to read the educational contents and videos instead of interactive mode. The aim is to design an interactive LMS and examination video-based interface to cater the issues of educators and students. It is designed according to Human-computer interaction (HCI) principles to make the interactive User interface (UI) through User experience (UX). The interactive lectures in the form of annotated videos increase user engagement and improve the self-study context of users involved in LMS. The interface design defines how the design will interact with users and how the interface exchanges information. The findings show that interactive videos for LMS allow the users to have a more personalized learning experience by engaging in the educational content. The result shows a highly personalized learning experience due to the interactive video and quiz within the video.

English language learners’ experiences of using interactive videos in EFL listening

“…The first research question investigated the perceived value of interactive videos in improving learners' listening comprehension and motivation to listen in English. Globally considered, the data indicated that interactive videos kept learners engaged, which lent support to Akram et al (2023). Moreover, watching interactive videos with embedded components not only increased their motivation but also improved their performance.…”

“…Graham, 2016), but also for making interactive videos a potentially appropriate tool for formative assessment in language instruction (Kolås, 2015;Smithwick et al, 2018). Moreover, as Akram et al (2023) stress, interactive lectures in the form of annotated (interactive) videos can increase user engagement.…”

Effectiveness of Case-Based Interactive Videos in Online Discussion Forums to Improve Critical Thinking Skills of Prospective Mathematics Teachers

“…At the same time, Kolås emphasized its benefits in motivating students and improving their attitudes towards learning [21]. Baker adds that student engagement is enhanced when they have control over the navigation of learning materials [22], and the ability of interactive video to provide immediate feedback and allow skill practice at an individual pace is emphasized as one of its advantages [23]. Clark & Mayer support using interactive videos in online education for self-directed learning [24], and Merkt & Schwan examine how these videos support the flipped learning model [25].…”