Using Hypervideos in Initial Vocational Education: Effectiveness and Motivation of Instructional Scenarios

Abstract

In recent years the role video can play in fostering and sustaining learning has considerably increased, and the enormous recent success registered by Massive Open Online Courses (MOOCs), in which short instructional videos support lectures, is just one confirming instance among many (see inter alia Giannakos, Jaccheri, & Krogstie, 2014). However, quantitative confirmation that video is one of the most-used media in schools (Corporation for Public Broadcasting, 2004) cannot be enough, and many contributions pointed out the limitations of using videos in classes (e.g. Hobbs, 2006).