An empirical test of three instructional scenarios for HV use in a vocational education lesson

Alberto A.P. Cattaneo (Corresponding Author), Hans van der Meij, Florinda Sauli

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)


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.
Original languageEnglish
Pages (from-to)249-267
JournalComputers in the schools
Issue number4
Publication statusPublished - 8 Dec 2018


  • UT-Hybrid-D
  • Interactive video
  • Hypervideo
  • Instructional scenario
  • Vocational education

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