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Version 1.1 – Updated August 2021

Interactive video / multimedia

Overview

  • Influence: Interactive video / multimedia
  • Domain: Technology, School, and Out-of-School Strategies
  • Sub-Domain: Technology
  • Potential to Accelerate Student Achievement: Potential to accelerate
  • Influence Definition: A digital video technology that allows students to review segments of a recording in a non-linear way, as many times as they wish. Interactive video has been linked to reduced cognitive overload, greater attention, and greater reflection.

Evidence

  • Number of meta-analyses: 8
  • Number of studies: 427
  • Number of students: 4,800
  • Number of effects: 3,987
  • Effect size: 0.58

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Conference Paper Clark & Angert USA A meta-analytic study of pictorial stimulus complexity 1980 Pictorial stimulus complexity 23 4,800 1,000 0.65
Conference Paper Angert & Clark USA Finding the Rose Among the Thorns: Some Thoughts on Integrating Media Research 1982 Media methods on achievement 181 0 2,607 0.51
Machine-Mediated Learning Fletcher USA The effectiveness and cost of interactive videodisc instruction 1989 Interactive video disk technology 24 0 47 0.50
Journal of Computer-Based Instruction McNeil & Nelson USA Meta-analysis of interactive video instruction: A 10 year review of achievement effects. 1991 Multimedia technologies 63 0 100 0.53
Journal of Educational Multimedia and Hypermedia Liao Taiwan Effects of hypermedia on students' achievement: a meta-analysis 1999 Hypermedia vs. traditional instruction 46 0 143 0.41
Technology as a Support for Literacy Achievements for Children At Risk  van Daal & Sandvik Norway The effects of multimedia on early literacy development of children at risk: a meta-analysis 2013 Multimedia on early literacy 35 0 35 0.66
Education Research Review Thompson & von Gillern USA Video-game based insturction for vocabularly acquisition with English language learners: A Bayesian meta-analysis 2020 Video game for vocabulary acquisition 20 0 20 0.70
Book van Daal, Sandvik, & Ader UK A meta-analysis of multimedia applications: How effective are interventions with e-Books, computer- assisted instruction and TV/Video on literacy learning? 2019 Multimedia applications 35 0 35 0.65
TOTAL/AVERAGE 427 4,800 3,987 0.58

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 4 5 2 5 4
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