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Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building

Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building

Teresa Chambel, Carmen Zahn, Matthias Finke
Copyright: © 2006 |Pages: 24
ISBN13: 9781591408420|ISBN10: 1591408423|ISBN13 Softcover: 9781591408437|EISBN13: 9781591408444
DOI: 10.4018/978-1-59140-842-0.ch002
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MLA

Chambel, Teresa, et al. "Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building." Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer, edited by Eshaa Alkhalifa, IGI Global, 2006, pp. 26-49. https://doi.org/10.4018/978-1-59140-842-0.ch002

APA

Chambel, T., Zahn, C., & Finke, M. (2006). Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building. In E. Alkhalifa (Ed.), Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer (pp. 26-49). IGI Global. https://doi.org/10.4018/978-1-59140-842-0.ch002

Chicago

Chambel, Teresa, Carmen Zahn, and Matthias Finke. "Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building." In Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer, edited by Eshaa Alkhalifa, 26-49. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-842-0.ch002

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Abstract

This chapter discusses how advanced digital video technologies, such as hypervideo, can be used to broaden the spectrum of meaningful learning activities. Hypervideo is conceptualized as the true integration of video into nonlinear information structures by means of spatio-temporal links. Based on cognitive-psychological perspectives, the discussion focuses on the way cognitive and socio-cognitive processes relate to the specific characteristics of hyperlinked videos, and how they inform their design. Then, with regard to technology, two approaches are introduced, providing tools for knowledge building and interaction with nonlinear information structures based on dynamic video information. Case studies and research findings are presented and prospects for future research are outlined.

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