Interactive Video Learning: A Comprehensive Review of Engaging Educational Approaches

Abstract

A revolutionary teaching strategy known as interactive video learning (IVL) has arisen. It blends multimedia content with interactive components to improve comprehension, retention, and engagement. This review article explores the historical background, theoretical foundations, technological integration, and difficulties surrounding IVL. The development of IVL across time, from its beginnings in early multimedia experiments to the sophisticated digital experiences of today, highlights its adaptability and persistent significance. Theories like constructivism, cognitive load theory, and contextual learning offer insights into how IVL enhances cognitive function and learner engagement. Real-time feedback, personalized learning pathways, and international collaboration have all been made possible by the incorporation of technology. However, issues including uneven technological access, controlling cognitive load, and high-quality content necessitate careful thought.As IVL shapes the future of education, educators and instructional designers must navigate its opportunities and limitations to create engaging and effective learning experiences that empower learners in an ever-evolving landscape.