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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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This past December in Melbourne, 200 of us got to enjoy three days of sharing H5P related experiences, meeting enthusiastic community members and discussing the future of H5P. It was the first conference with call for papers and I very much enjoyed participating in some of the high quality sessions delivered by community members.

Victoria University set the bar high by doing an excellent job as hosts of the conference. Victoria University also sponsored and introduced Branching Scenario on day one of the conference. Branching Scenario has been in the works for a couple of years and takes H5P big steps forward in several areas. It quickly became the talk of the conference.

The Branching Scenario authoring tool is the first to introduce a couple of brand new authoring features. You may preview Branching Scenarios without saving and also edit the content in full screen mode. The full-screen editing is sponsored by Mozilla and we're working on bringing it to more content types.

NDLA, the sponsors of Virtual Tour (360) was also present introducing a very early version of the new content type. Virtual Reality and 360 is the hype of the industry and H5P will of course participate in taking these technologies from niche to something everyone can and want to use. Virtual Tour is also versatile, supporting normal flat images as well as 360. It may be expanded in the future to support hidden hotspots allowing authors to create game-like experiences both in 2D and 3D, in addition to the more classic use-cases.

When we were in Melbourne this past December we did not expect Branching Scenario and Virtual Tour to be released simultaneously, but we've spent a lot more time getting Branching Scenario and the example content in place.

The highlights of the Melbourne conference were the introduction of the new content types. In addition to Virtual Tour and Branching Scenario we also introduced Interactive Book, Dictation and Mini-Course. Oliver Tacke had Dictation ready for the conference and it was released later in December. Interactive Book was also scheduled to be released, but user-testing indicated that there are a few major things we still need to improve. However, a secret alpha version is available for those eager to start experimenting with interactive books. Mini-Course is still in its earlier stages. Fnoks is developing this in his own time, and I hope we'll see it closer to release soon.

The February 2019 release is our biggest release ever. I want to thank Victoria University, NDLA and Mozilla for sponsoring and working with the Core Team on the new content types and sharing it with the rest of the H5P Community.

Looking ahead we're now working on Moodle Mobile support and improvements for multilingual content and I'm looking forward to getting these features released.

I hope the community will be as eager as ever spreading the word about H5P. With Branching Scenario and Virtual Tour in place, the list of reasons for creating content with tools that use lock-in strategies to hold on to customers keeps getting shorter. We will continue to make more and more interactive content flow freely.

Keep up the good work everyone!

What to do next?

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This past December in Melbourne, 200 of us got to enjoy three days of sharing H5P related experiences, meeting enthusiastic community members and discussing the future of H5P. It was the first conference with call for papers and I very much enjoyed participating in some of the high quality sessions delivered by community members.

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This is the biggest release ever for H5P. Three new content types, two of them massive, in addition to highly requested key features for existing content types.

Let’s just jump right in:

Table of contents

Branching Scenario

Virtual Tour (360)

Dictation

Shapes for Course Presentation

Memory Game with sound

Audio recorder in the authoring tool

Repetition mode in Dialog Cards

Image Sequencing improvements

Accessibility improvements

Translation improvements

Sponsors

What is next?

Branching Scenario

Allows authors to create learning experiences that changes based on the learner's choices. May be used for adaptive learning, for allowing the learner to pick their own paths or to create dilemmas where the learners get to experience the consequences of their choices.

The below example is a dilemma based Branching Scenario:

Credits for the content itself: This award winning game is developed with professors from: Ryerson University Daphne Cockwell School of Nursing Centennial College & George Brown College Sally Horsfall Eaton School of Nursing located in Toronto, Canada.
Game Developers: Ryerson University The Chang School Digital Education Strategies

Branching Scenario is released as a beta

Branching Scenario is as stable as other large new content types that have been released lately, but it has not been as thoroughly user tested yet. Any feedback on how Branching Scenario may be improved will be much appreciated.

The Branching Scenario Authoring Tool

The student experience is not the only thing new in Branching Scenario, the authoring tool is ground breaking for H5P as well. Branching Scenario is the first tool that provides full screen editing, preview mode and utilize a left menu that categorize options in a better way:

Credits: Branching Scenario is sponsored by Victoria University, the full-screen editing it sponsored by Mozilla. It is developed by Joubel

Virtual Tour (360)

Using 360 (equirectangular) images authors may create a 3D world and place interactions in it. Let your users experience how their future working environment will look like, and place real world challenges in it, or perhaps let them experience the insides of a ventilation system.

Virtual tour lets you create multiple 3D rooms and link them together, giving the user a sense of moving between different rooms or different viewing points within the same room.

Credits: Virtual Tour is sponsored by NDLA - the Norwegian Digital Learning Arena, and developed by Joubel

Dictation

Otacke never stops, this is another content type from our German friend. The name "Dictation" says a lot, but it doesn’t say it all. Dictation is a great tool for the traditional dictation tasks. It has been available since December and we’re also hearing about other use-cases as well. Analyzing heart beats for instance. The below example shows dictation being used in a more classical example:

Credits: Developed and shared with the community by otacke

Shapes for Course Presentation

Until now any shapes needed for Course Presentation have been uploaded as images. Creating shapes from within the tool has been a highly requested feature, and the first version of the shapes tool is now launched supporting shapes like lines, squares and circles with several line, background and color settings.

Screenshots from the authoring tool:

Examples of highlights, buttons and more:

Credits: Sponsored by Innovation Norway and the H5P.com customers, developed by Joubel

Memory game with sound

A new version of Memory Game is out allowing learners to learn new words or sounds belonging to the pictures on the cards

Memory Game. Find the matching cards.

All of the cards have been found.

Good work!

Time spent:

0:00.

Card turns:

0.

Reuse

Rights of use

Embed

Credits: Sponsored by Skoletube and developed by Joubel

Audio recorder in the authoring tool

Now authors may record sound directly from H5P instead of using a third party tool and uploading the result. This will allow for rapid creation of audio based tools like for instance Dictations and Memory Games with sound. See some screenshots of the new audio widget in action below:

Credits: Sponsored by Skoletube and developed by Joubel

Repetition mode in Dialog cards

A new feature has been added to Dialog cards: Repetition mode. This feature is inspired by the Leitner system. It allows you to repeat cards multiple times. Those you fail on will be repeated more frequently than those you succeed on. Ideal for memorizing new terms or similar.

Credits: Sponsored by carriere & more and developed by Joubel

Image Sequencing improvements

Added xAPI support

Added audio support

Added resume functionality

Keyboard & accessibility improvements

Layout improvements

Added “show solution”

Credits: Developed and shared by Learning and Media Lab of ICFOSS

Accessibility improvements

Several improvements to accessibility have been made to many of the content types. Especially targeted at improving the keyboard navigation experience and adding aria-label where there were only title attributes.

Credits: Many of the accessibility problems were uncovered by Terrill Thompson, Technology Accessibility Specialist, University of Washington and Nancy Weiner, Learning Technologies Specialist, University of Washington, Continuum College. The work was sponsored by Innovation Norway and the H5P.com customers and developed by Joubel

Translation updates

Chinese (zh) by dnowba

Brazilian portuguese (pt-br) by jnavroski and arthurmolina

Swedish (sv) by Fagerqvist

German (de) by sr258

Basque (eu) by izendegi

Finnish (fi) by Jarvil

Russian (ru) by RashaverakGor

Danish (dk) by sarajc

Croatian (hr) by jklindzic

Turkish (tr) by ademozgur87

Bosnian (bs) by sabahuddin

Polish (pl) by apienk

Minor bugfixes and improvements

Many small fixes have been made in several content types. See the complete list. The majority of this work was sponsored by the H5P.com customers and Innovation Norway and developed by Joubel.

Sponsors

What to do next?

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Branching Scenario, Virtual Tour and Dictation released

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This is the biggest release ever for H5P. Three new content types, two of them massive, in addition to highly requested key features for existing content types. Let's just jump right in: Allows authors to create learning experiences that changes based on the learner's choices.

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In Six Tools To Enhance Video Learning, I posted about using online video in the classroom more efficiently and possibly creatively. Since then a new education technology development tool, H5P, has emerged. I have been working on a variety of projects with H5P and feel that it is important for educational developers to consider adopting it as a means for enhancing online video learning events.

HTML 5 Packager, better known as H5P, is a free tool that allows you to create custom learning objects with online video. H5P's Interactive Video feature allows developers to overlay resources and interactive features over a video itself. This optimizes the learners' video viewing area. Until now, interactivity with the video occurred under the video, on the play back bar, or as a fly out menu to the left or the right of the video. Overlain interactivity on a video makes the end-user's experience intuitive. Items such as comments, true/false questions or links to further information can be strategically positioned over the video and timed to focus attention to specific parts of the video screen.

Items positioned over the online video can be represented as a clickable button or in poster mode. The button appears as set by the developer. Learners then click on the button to maximize the hidden element. In poster mode, questions and visuals appear in a maximized format automatically.

H5P interactive videos are a marked improvement for students using mobile devices. Since the interactivity is positioned on top of the video, screen utilization is optimized. Also, the use of HTML 5 supports responsive display. In responsive design, all screen elements are segmented into columns. The browser and device negotiate a display based on available screen size and the content leading to learning objects that display satisfactorily on all screens.

Crossroads allows intra-video navigation based on the learners' choice. A good example of this is an opening menu.

Drag and drop image questions support dragging text and images into hotspots to test comprehension.

Drag and drop text questions are a quick means of checking in if learners have paid attention to specific parts of the video.

Fill-in the blank questions test student knowledge and spelling

Interactive images provide a visual link to a different time in the video or another web page.

Interactive text provides a text link to a different time in the video or another web page.

Label comments allow for text comments on the video to further inform the learner.

Links seamlessly allow learners efficient access to additional online resources related to the video.

Mark the Words checks knowledge by directing the learners to highlight text presented over the video. This may allow learners to identify specific parts of speech or relevant vocabulary

Multiple-choice questions are another means of checking comprehension with the additional options of layering another video or an image on top of the video. (Sounds too crazy but it is true!)

Navigation Hotspots are hotspots that may be carefully placed over different parts of the screen to allow learners to navigate to other parts of the video or to other websites

Open-ended questions provide students a means to provide additional information in their answers. These can be assessed through a class using a learning management linked to the H5P interactive video.

Questionnaires can be embedded in a video activity to solicit learners' viewpoints.

Single-choice questions can quickly assess comprehension or recall of information offered in the video through one or more choose-the-best-option questions.

Statements prompt learners to choose the most appropriate statement during video playback.

Summary questions are usually positioned at the end of a section or video as a main concept check in at the end of the video.

Tables can be made and displayed over the video itself.

True or False questions are a standard quizzing question type for checking comprehension

1. Uploading or linking to an online video (you may upload a small video to the H5P server)

2. Adding Interactions (the ones mentioned above)

3. Setting a summary task

4. Publish and share the H5P learning object

I created one recently as a short introduction to a unit on the environment. Check it out. https://h5p.org/node/392489

With more than thirty different H5P learning object types available to develop your own learning objects, it will take quite some time to become familiar with all of them. Most likely, you will identify a few that suit your requirements and experiment with them.

Once you start exploring it feels like a Swiss Army Knife. The H5P community generously provides exemplars and detailed "How to" guides for beginners covering each tool. If you are a self-starter, you will find learning H5P to be a relatively enjoyable experience. In reality, everything that is created takes planning, energy and time. The tool does not make the learning object, you do. I find that H5P allows me to focus more on the creativity since H5P's workflow and contemporary publishing take care of some of the mechanical details.

H5P's responsive arrangement connects students with the content without fumbling over device settings. If you want to try this new tool as a learning object developer, start with the H5P Quickstart guide and then continue to the H5P Interactive Video Quickstart Guide. For a more interactive video example see https://h5p.org/interactive-video and a detailed tutorial on the H5P server can be found at https://h5p.org/tutorial-interactive-video.
If you have used H5P as a developer, instructor or learner feel free to share your comments below. H5P Quickstart guide
H5P Interactive Video Quickstart Guide.
H5P Interactive Video
H5P Tutorial Interactive Video.

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Enhance Online Video with H5P's Interactive Video tool

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In Six Tools To Enhance Video Learning, I posted about using online video in the classroom more efficiently and possibly creatively. Since then a new education technology development tool, H5P, has emerged. I have been working on a variety of projects with H5P and feel that it is important for educational developers to consider adopting it as a means for enhancing online video learning events.

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This is the third hands on section of the Introduction to H5P. This session focuses on the H5P Interactive Video feature in the development for educators serie...

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, Education Specialist: trainer, developer, instructor, curriculum developer, writer & instructional designer.

Published on

This is the hands on section of the Introduction to H5P development for educators series. There are three sessions in all.

1. 1. H5P Workshop - Session 01 Outcomes: 1. Create an H5P Account 2. H5P site familiarization 3. Create a Multiple Choice question 4. Create a True False Question 5. Create a Cloze question Create an H5P account 1. Go to the website https://h5p.org 2. Click on the Create free account button 3. Complete the registration form 4. Complete the Captcha 5. Click on the Create new account button

2. 2. 6. The H5P home screen provides developer several features: a. A site search b. Exemplar projects for each H5P activity / resource type c. Complete H5P documentation including set up, customization to content author d. The H5P roadmap, where you can see what additional features they are working on e. A forum to discuss or learn about H5P from/with other users f. Details of your account, including your project library (Projects can be found here) g. A community chat to discuss issues related to H5P Create a Multiple Choice question 1. Click on the My Account link 2. Your Account page appears 3. Select the Content link 4. Click on the Create New Content button 5. The Create Interactive Content screen appears 6. Click on the drop down menu Select content type 7. Scroll down the list, locate Multiple Choice (don't click) 8. Click on the Details button to the right of Multiple Choice

3. 3. The Details screen provides developer several features: a. A description of the feature b. A working example of the feature c. A Screen shots of different variations d. Licencing details of this feature e. The Use button to commence editing 9. Click on the Use button 10. Input the Title Swimming Essentials - strokes 11. Note that under the Select content type box is a Tutorial and an Example link. These are further supports for content developers. 12. Input the question, Which of the leg movements below are swimming kicks? 13. Input the option: egg beater kick 14. Check the correct checkbox 15. Input the option: whip kick 16. Check the correct checkbox 17. Click on the Add Option button 18. Input the option: flutter kick 19. Check the correct checkbox

4. 4. 20. Click on the Add Option button 21. Input the option: sculling kick 22. Click on the Add Option button 23. Input the option: swan kick 24. Scroll to the bottom of this screen, Input the tag swimming essentials 25. In the H5P options, leave all of the options checked (available) 26. Click on the Save button 27. Try your question, make one mistake 28. Try the Show Solution button 29. Click on the Retry button 30. A new attempt is provided 31. These options can be removed from your question, scroll to the top of the screen 32. Click on the Edit link

5. 5. 33. The Edit screen appears, scroll down to the Behavioral Settings link 34. Click on Behavioral Settings 35. Uncheck Enable "Retry" button 36. Uncheck Enable "Show Solution" button 37. Below, click on the Save button 38. Attempt the question again. Note the buttons are not available. 39. Click on the My Account link 40. Notice that your project Swimming Essentials - Strokes appears Create a True False question 1. Click on the Create New Content button 2. Click on the drop down menu Select content type 3. Scroll down the list, click on True/False Question 4. Input the Title Swimming Essentials - Strokes 1 5. Input the Question, The breaststroke is an advanced swimming stroke. 6. Select True as the correct answer 7. Click on the Save button 8. Try the question Cloning a question To save time, clone existing questions. 1. While in the True False question Swimming Essentials - strokes 1, Click on the Clone content button 2. Input the Title Swimming Essentials - Strokes 2 3. Input the Question, The cheststroke is an advanced swimming stroke. 4. Select False as the correct answer 5. Click on the Save button

6. 6. 6. Try the question 7. Click on the My Account link Create a Fill in the Blanks question 1. Click on the Create New Content button 2. Click on the drop down menu Select content type 3. Scroll down the list, click on Fill in the Blanks item 4. Input the Title Swimming Essentials - Water Comfort 5. Change the Task description to Fill in the missing words about getting comfortable in the water. 6. In the Text blocks text filed, input the following text: To Paste Text in H5P use [CTRL] [v] Get used to floating. When you're in the water, hold on to the side of the pool or a dock, and let your legs float out behind you - they should lift easily if you let them. But, for some people, they like to sink to the bottom, while your upper body floats. Don't worry just retry the method again. Practice doing this on your stomach and on your back, until you're used to letting half of your body float. 7. Insert asterisks on each side of the words: floating, pool, bottom, stomach The result should look like this 8. Click on the Save button 9. Try the question 10. It may be difficult without some learning supports, click on the Edit button 11. In the Behavioural settings, check beside Automatically check answers after input and check beside Accept minor spelling errors 12. Click on the Save button 13. Try the question 14. It is up to the content creator to decide what is best for their students 15. Click on the Log out button

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Education Specialist: trainer, developer, instructor, curriculum developer, writer & instructional designer. Published on This is the hands on section of the Introduction to H5P development for educators series. There are three sessions in all. 1. H5P Workshop - Session 01 Outcomes: 1. Create an H5P Account 2. H5P site familiarization 3.

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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H5P Interactive Content: NOT a Barbeque Sauce!

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NCLA DLS Webinar Wednesday: Creating accessible online learning objects with H5P

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About the author

Context

Interactive video involves a teacher adding questions, tasks or information at strategic moments in a video playback whereby the students must remember recently presented information to progress through the video successfully.

The very nature of an interactive learning environment implies an increased cognitive load on the learner due to the number of activities required and decisions needed (Schwan & Reimpp, 2004). If learning is to occur, and information is to be coded effectively by the cognitive system for long-term retention, it is imperative to design and construct the learning tool in a way that correctly utilises the cognitive attention mechanisms. To achieve this, one needs to design learning with the 'Three C's of Learning' in mind: Control, Challenge, and Commitment (Dror, 2008). When learners have over their learning, they are more involved and participate in the learning process which is critical in maximising engagement. Similarly, when the learners are challenged and are to the learning process, then they are active and the cognitive system is utilised properly (Dror, 2008).

Summary of Findings

Adding interactivity increases effectiveness, expands the attention span of learner

Increased Interest and variety of Blended Learning (with academics actively participating in designing, implementing, reviewing, and updating their own blends)

Interactivity is an essential element of learning

Increase in student pass rates with students achieving higher grades.

Increase in student interaction with the online learning environment (number of students using the online space, as well as the duration of time engaging with content on the space).

The interactive layer allows learners to significantly extend their attention span

Interactive video has more impact than traditional video

A greater percentage of students accessed the online content when it was interactive.

Students also spent a longer duration of time engaging with the online content when it was interactive.

Addition of interactivity significantly improved completion percentage as well as average viewing time for both 'long' and 'short' video lecture groups

The ability to track and analyse behaviour of learners is paramount for improving the effectiveness of learning environments

The use of interactive video to enable learning through the process of experiencing failure has great potential for fostering 'deeper learning', accelerating the process of skill acquisition

Interactive learning environment - increased cognitive load on the learner due to the number of activities required and decisions needed

When learners have control over their learning, they are more involved and participate in the learning process which is critical in maximising engagement

When learners are challenged and are committed to the learning process, then they are active, and the cognitive system is utilised properly

Source 1

McDonald, T., Wilkie, Dr. S. and Zakaria, G. H5P Online Interactive Activities Provide an Alternative to Lectures, Victoria University, HERDSA Conference 2018.

Project Background

'Delivering content to students via face-to-face lectures is a teaching method that is employed at many universities. This is the standard way that units were traditionally taught, combined with tutorials, workshops, and lab classes.' Due to modern lifestyle pressures, Victoria University investigated an asynchronous, interactive, online learning strategy using H5P interactive video content. 'Attendance to tutorials and prac sessions is consistently high, however, attendance to lectures declines over time.'

'The students need other methods to obtain the information delivered in the lectures, and have greater flexibility for undertaking their learning, than was provided by the traditional delivery method of face-to-face lectures.

It was decided to transform the curriculum with a design focusing on greater flexibility for teaching and learning, and enabling students to learn at their own Pace, Place & Mode.

A Flipped Classroom model with a focus on active learning was adopted which combines online interactive activities to support or replace the delivery of lecture material, and to enable students and staff to maximise their face-to-face time on campus.'

'Work with academics (and support staff) to design & develop units in according to the Blended Learning Project and Strategy. 160 Units - designed & developed in 2016, delivered 2017

First Year College Project and Strategy

To redesign all 160 units in the FYC

Block mode (3 x 3hr session, 4 weeks)

Active learning

Blended learning

To provide students with flexible learning experiences Pace / Place / Mode

Improve academic digital Literacy Skills'

Student Engagement & Progress

Academics are able to build (and share) their own interactive learning objects

Established a Shared Community of Enquiry

Increased Interest and variety of Blended Learning (with academics actively participating in designing, implementing, reviewing, and updating their own blends)

Staff Feedback

"Thank you for showing me how to use this tool. The initial learning curve was steep, but it was worth it"

"I like being able to create and edit my own online activities, as and when needed".

Student Impact

Positive student feedback regarding engaging online interactive content (activities to support their learning)

Increase in student pass rates with students achieving higher grades.

Increase in student interaction with the online learning environment (number of students using the online space, as well as the duration of time engaging with content on the space).

Student Feedback

"Thanks for the maths support videos, they were immensely helpful."

"They are great - I like the interactive nature"

"Great flexibility"

"It consolidates what I have heard in lectures, read in lecture notes / textbook"

Source 2

Burmeister, Nora, (2018). NCLA DLS Webinar Wednesday: Creating accessible online learning objects with H5P, North Carolina Library Association, https://youtu.be/a6UkhP0OCOw.
'For the past year, CCCC has been growing its embedded online learning program by creating an integrated series of online interactive learning modules to embed into the Blackboard courses of both seated and distance classes. These modules allow students to actively engage with information literacy concepts from anywhere they have an internet connection. These modules were created using H5P, a free open-source content authoring tool which allows users to create interactive content on literally any topic.'

2 different English Classes

Flat - threaded, YouTube, PDF

Dynamic - H5P

C- to B- difference in knowledge retention via assessment quizzes

students in the version with the H5P modules had higher scores on their final research assignments*

difference of 80.5% in the H5P class to 70.3% in the flat module class

* these two courses were taught by two separate instructors

What Students Have Said

What Instructors Have Said

"Once I did the library activities, I was able to figure out how to read the text. Breaking each section down and answering the questions suggested by the exercises was most helpful."

"Those that do well on the library lessons tend to perform better on the writing assignments. I've heard from numerous students that this has helped them - especially the piece on how to evaluate sources and the APA material."

Source 3

Geri, N, Winer, A, Zaks, Beni. Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners?, Online Journal of Applied Knowledge Management, http://www.iiakm.org/ojakm/articles/2017/volume5_1/OJAKM_Volume5_1pp101-111.pdf, viewed 21 June 2018.

'Preliminary results show that addition of interactivity significantly improved completion percentage as well as average viewing time for both 'long' and 'short' video lecture groups by more than 20%. Furthermore, the average viewing time of the 'long' group grew to over 10 minutes. The contributions of this study are twofold: it demonstrates the potential of learning analytics to identify ways to improve learning processes, and it provides empirical support for the potential of adding interactive elements to the videos to expand the attention span of learners.'

'One of the disadvantages of online video lectures is that it is hard for learners to passively watch them. Adding interactivity increases the effectiveness of the lectures and expands the attention span of online learners (Cherrett, Wills, Price, Maynard, & Dror, 2009; Dror, Schmidt, & O'connor, 2011; Kim et al., 2014). Interactivity has been considered for years an essential element of learning (Moreno & Mayer, 2007; Sims, 1997).'

'This study examines the effect of interactivity on attention and video retention rather than the effect of interactivity on learning. Furthermore, current online learning environments challenge e-learners with many obstructions that may divert their attention. These concerns suggest a higher possibility of additional distraction that may be caused by in-video interactivity.'

'we investigate if interactivity and video length are substitutes in the sense that adding interactivity and shortening online video lectures are two options that either could be used to increase the effectiveness of the lectures.'

'The data in Table 1 shows that the addition of interactive elements to the videos increased their viewing metrics. The statistical analysis indicated that the changes are significant.'

Conclusion

'Our preliminary results indicate that the addition of interactivity significantly improved completion percentage as well as average viewing time for both long' and 'short' video lecture groups by more than 20%. The analysis included the first 51 calendar days after the interaction, and as mentioned above, this period was during the summer break, before the beginning of the academic year. Yet, in addition to the promising completion percentage results, the data presented in Table 1 shows an increase in the average views per calendar day from 391 to 452 views after the intervention.'
'the average viewing time of the 'long' group grew to 10.81 minutes, and even the average viewing time of the 'short' group increased to 6.85 minutes.
'This study contributes to both theory and practice by demonstrating the potential of learning analytics to identify ways to improve learning processes, and by providing empirical support for the potential of adding interactive elements to online video lectures to expand the attention span of learners.'

Source 4

Geri, N, Winer, A, Zaks, Beni. Probing the Effect of Interactivity in Online Video Lectures on the Attention Span of Students: A Learning Analytics Approach, Chais Conference 2017, https://www.openu.ac.il/innovation/chais2017/a2_3.pdf, viewed 21 June 2018.

'Interactivity is perceived as increasing the attention span of learners and improving the quality of learning. This study employs a learning analytics approach and investigates the influence of adding interactivity to online video lectures on students' attention span.'

'Interactivity is a crucial element for improving the quality of online learning (Guri-Rosenblit, 2009; Siemens et al., 2015). Furthermore, empirical studies demonstrated the effectiveness of interactivity in extending the attention span of learners and enhancing their achievements (Cherrett, Wills, Price, Maynard, & Dror, 2009; Dror, Schmidt, & O'Connor, 2011). Conversely, interactivity may be regarded as an interruption, which distracts students' attention (Davenport Beck, 2001).'

Conclusion

'Our findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity, for both basic and advanced English for Academic Purposes courses. '

'The relative short time after the intervention limits the ability to draw conclusions from the results. From a pedagogical point of view, we have shown that the interactive layer, which was added to video lectures, allowed learners to significantly extend their attention span. However, interactivity involves additional cost and adds complexity to the production process. '

'This study demonstrated the potential of learning analytics to identify ways to improve learning processes, and to provide important insights to decision makers. The ability to track and analyze behavior of learners who are presented with new features and capabilities is paramount for improving the effectiveness of learning environments, as well as supporting productive allocation of resources.'

Source 5

Cherrett, T., Dror, I., Maynard, S., Price, j., Wills, G., Making Training More Cognitively Effective: Making Videos Interactive, University of Southampton 1 School of Civil Engineering and the Environment 2 School of Electronics and Computer Science, https://pdfs.semanticscholar.org/fb8a/3d59c8302796e229b3352ab4dacf99c2301e.pdf, Viewed June 21 2018.

'This article describes the development of an interactive video in which learners take an active role. While observing the video, they are required to engage, participate, respond, and be actively involved. The formative results suggested that the learning experience could be enhanced using interactive videos.'

'Interactive learning environments can also generate effective instruction and a flexible and motivating learning experience (Wong et al, 2006) which is important for knowledge acquisition. The use of interactive video to enable learning through the process of experiencing failure (Schank, 1997) has great potential for fostering 'deeper learning' (Bloom, 1956) and enabling a more effective application of principles learned in the workplace, accelerating the process of skill acquisition (Schwan and Reimpp, 2004).'
Sixty five percent of the students 'strongly agreed' that the lecture and video combined were an effective combination of learning tools for new students with 75% stating that the interactive video had enhanced their learning experience.
References

References under each source may be looked up in the original source. References for the context part:

Dror, I.E (2008). Technology enhanced learning: The good, the bad, and the ugly. University of Southampton, https://doi.org/10.1075/pc.16.2.02dro

Schwan, S., and Riempp, R. (2004). The cognitive benefits of interactive videos: learning to tie nautical knots. Learning and Instruction, http://bit.ly/2B3AcwQ

What to do next?

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Evidence of Improving Knowledge Retention with Interactive Video

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About the author Interactive video involves a teacher adding questions, tasks or information at strategic moments in a video playback whereby the students must remember recently presented information to progress through the video successfully. The very nature of an interactive learning environment implies an increased cognitive load on the learner due to the number of activities required and decisions needed (Schwan & Reimpp, 2004).

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When we traveled to Norway for the H5P Conference, we had the chance to get closer to the whole community and decided it was high time we asked the Founder of H5P, Svein-Tore Griff With, all about H5P. We were particularly keen to get to know the technology and the team behind H5P as well as finding out how they came about putting this revolutionary idea into practice and to make sure that you can use it to its full potential.

What's the vision for building a tool like H5P?

We want to empower everyone to create, share and reuse interactive content. Sharing and reusing content is the unique element of H5P. As a result of this functionality, H5P content may be displayed and edited in identical ways on any publishing platform, making it convenient for everyone.

The potential for reusing content is bigger with H5P than with any other solution seen so far. By reusing content from the global community, H5P allows authors to leverage existing work and collectively create much better content.

How did you come up with the idea?

We've been in the eLearning industry for many years and have got first-hand experience of many of the problems that exist and are disappointed in the prices that the industry charges for content that is not at the standard that it should be.

Furthermore, there is a significant content waste by organizations around the world creating the same content over and over again from scratch. Technologies are not being reused and neither is content.

With our advanced and diverse open source and industry experience, we were able to put together a concept with the potential to solve many of the problems the industry is struggling with today.

How can using the H5P editor make an eLearning course better?

Authors are able to create more engaging content very efficiently. Instead of normal videos, for instance, you are able to create interactive videos that, according to several studies, make sure learners learn significantly better.

Users of the H5P editor do not need to have any pre-existing programming or design skills. The author picks a content template then inputs their data into a form and the H5P template handles all of the design and functionality.

This way the author is able to create high-end content that works on all devices with great accessibility very efficiently.

What do you think is the future of eLearning?

The use of eLearning content will continue to become richer and more interactive. At the moment, the world of eLearning content is fragmented. In the future, we will see more and more content being created in a way that is cross-platform compatible, editable by everyone and readable by computers.

H5P is currently the leading technology for this and the movement will allow us to produce higher quality interactive content and faster.

What are the most popular cases where people would use H5P?

Most commonly people would use H5P when they want to create impressive content easily and efficiently. Very often interactive videos are required and it would take a lot of work to get these videos to the same standard without the use of H5P.
For those experienced with some proprietary authoring tools, it is also important to note that H5P is widespread and open source.
Proprietary tools often have lock-in mechanisms, meaning that, if the tools are no longer available or the license runs out, then the users may also lose the ability to edit and distribute their own content. In this way, it is as if the content belongs to the tool and not the author. However, with H5P the author definitively owns their own content.

It seems that you've built quite a strong and engaged community. How have you managed that?

The H5P community is growing exponentially. We were lucky enough to attract some really great people to the community early on and this is what has made the community thrive as they have helped to spread the word about H5P.

The community is open and transparent, with a clear direction and clear goals. The H5P Core team puts a lot of effort into helping community members to achieve their goals and we make sure that we keep a great culture within the community.

Any upcoming new features that you would like to share?

There are many. Late this year the content hub will be available, which will be a global content repository, tightly integrated with the H5P authoring tool and the branching scenario content type.

Next year there will be in-place editing, a new layout builder and a new full-screen responsive authoring tool to look forward to.

What's your favorite or most popular content type in H5P?

Interactive Video is incredibly popular. Multiple research studies have proven that learners learn much better from interactive videos than from normal videos. You can create some truly captivating experiences with Interactive Video using H5P.

How do you see H5P in 5/10 years from now?

The more widespread that H5P becomes, the better it will be able to serve the community. Similarly, the more users it has then the more content, content types, themes, features, and resources will be available. I hope we'll see H5P becoming a de-facto standard for interactive content within five years.

The vision is to empower everyone to create, share and reuse interactive content. To do that, H5P needs to be available everywhere and known by everyone.

Not many thought our vision was achievable three years ago when we started out. Luckily more and more visionaries did, and now many see it as unavoidable that the problems H5P promises to solve finally get solved.

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Interview with the CEO of H5P, Svein-Tore With - eFront Blog

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When we traveled to Norway for the H5P Conference , we had the chance to get closer to the whole community and decided it was high time we asked the Founder of H5P, Svein-Tore Griff With, all about H5P.

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H5P Conference 2018 | Victoria University | Melbourne Australia

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Victoria University is partnering with H5P to host the 2018 H5P Conference at the City Flinders campus on 3-5 December 2018.

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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TELedvisors webinar August 2018 Tania McDonald, Dr Sonia Wilkie, Michael Sturmey H5P

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Two Case Studies of Innovative Uses of H5P | Sarah Kunze & Kelly Dempsey | #MootUS18

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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H5P Conference Presentations and Webinars

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H5P Conference Presentations and Webinars

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SQUIRREL? Keep Students Engaged with H5P Interactive Content | #MootUS18