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An experimental study on the influence of instructional video interaction on Chinese college students' learning: a perspective from the ICAP framework

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Title: An experimental study on the influence of instructional video interaction on Chinese college students' learning: a perspective from the ICAP framework
Authors: Xiaoyan Feng, Xiaochen Suo, Jiping Jiang, Zhaofeng Li, Xingyuan Li, Ruijuan Bai, Yu Liang
Source: Acta Psychologica, Vol 261, Iss , Pp 105870- (2025)
Publisher Information: Elsevier, 2025.
Publication Year: 2025
Collection: LCC:Psychology
Subject Terms: ICAP, Instructional video interaction, Cognitive engagement, Cognitive load, Learning outcomes, Psychology, BF1-990
Description: The interaction of instructional videos plays a critical role in shaping learners' cognitive and emotional engagement. This study examined the effects of four types of instructional video interactions grounded in the ICAP framework (Passive, Active, Constructive, Interactive), implemented through one non-interactive and three interactive formats: one-way, two-way, and multi-way. Ninety-two participants were randomly assigned to the four conditions. Results indicate that instructional videos interaction enhance learners' motivation, engagement, enjoyment, and learning outcomes, while reducing cognitive load. Specifically, one-way interaction stimulated motivation; two-way interaction further improved motivation, reduced cognitive load, and enhanced retention; multi-way interaction showed the most comprehensive benefits across all measures. Additionally, learners' motivation was found to mediate the relationship between interaction and deeper cognitive engagement, ultimately contributing to improved learning retention. These findings suggest that increasing meaningful interaction—through diverse strategies such as pedagogical agents and affective feedback—can promote active participation and deeper learning in video-based instruction.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 0001-6918
Relation: http://www.sciencedirect.com/science/article/pii/S0001691825011837; https://doaj.org/toc/0001-6918
DOI: 10.1016/j.actpsy.2025.105870
Access URL: https://doaj.org/article/9787c76b9e2945f29bbfe52fc0e41e9f
Accession Number: edsdoj.9787c76b9e2945f29bbfe52fc0e41e9f
Database: Directory of Open Access Journals
Description
Abstract:The interaction of instructional videos plays a critical role in shaping learners' cognitive and emotional engagement. This study examined the effects of four types of instructional video interactions grounded in the ICAP framework (Passive, Active, Constructive, Interactive), implemented through one non-interactive and three interactive formats: one-way, two-way, and multi-way. Ninety-two participants were randomly assigned to the four conditions. Results indicate that instructional videos interaction enhance learners' motivation, engagement, enjoyment, and learning outcomes, while reducing cognitive load. Specifically, one-way interaction stimulated motivation; two-way interaction further improved motivation, reduced cognitive load, and enhanced retention; multi-way interaction showed the most comprehensive benefits across all measures. Additionally, learners' motivation was found to mediate the relationship between interaction and deeper cognitive engagement, ultimately contributing to improved learning retention. These findings suggest that increasing meaningful interaction—through diverse strategies such as pedagogical agents and affective feedback—can promote active participation and deeper learning in video-based instruction.
ISSN:00016918
DOI:10.1016/j.actpsy.2025.105870