Research Information System
EdMedia + Innovate Learning 2024, Brussels, Belgium, 1 - 05 July 2024, pp.1161-1164, (Full Text)
The technological advancements bring about various opportunities to interact with educational digital content. Interactive videos, also known as hypervideos, provide innovative engagement with the learning content. Unlike traditional videos, interactive ones may leverage the learning experience thanks to their affordances regarding video analytics. This study aims to understand how task difficulty affects design performance and creativity. The effects of using two different platforms on cognitive load were also observed. The research pattern of this study is a sequential explanatory mixed design. The quantitative part of the study includes an experimental design. The experimental group watched interactive videos (hypervideos), whereas the control group watched non-interactive (traditional) videos. Both group participants were assigned to complete 3D design tasks on two platforms (Thinkercad and Fusion 360). The output of each task and screen recordings of their design process were analyzed. 45 high school students from a vocational high school voluntarily participated in the study. The results indicated significant differences between easy-difficult and medium-difficult tasks regarding design performance, but it was only observed for easy-medium task difficulties regarding creativity. Students' cognitive load levels were affected by design platforms.