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Interactive Video


Interactive Video lets you increase your students’ engagement with the subject matter by offering relevant videos with embedded questions and discussion points.

  • Actively working with online study material
  • Online interaction between students
  • Integrated in Blackboard
Blackboard pluginBlackboard pluginFeedbackFruits 2.0FeedbackFruits 2.0Interactive videoSelf-studyZelfstudie

FeedbackFruits offers various tools in the field of online interaction. These tools are available as Blackboard plugins. As an instructor, you choose a specific work form that you want to apply in your teaching and integrate it into your Blackboard course.

This tool will allow you to upload and make available to your students any kind of video, like a knowledge clip, for example. You will be able to embed discussion topics and practice questions into the video in order to coach your students as they prepare for class. Student contributions and the students’ answers to your questions may reveal what elements of the subject matter need special attention in the classroom.

  1. Fill out our contact form to indicate that you want to start using Interactive Video.
  2. The plugin will be activated in your Blackboard course environment within 24 hours of supplying the requested information.
  3. Optionally, you can take part in a FeedbackFruits workshop or book a one-on-one appointment to discuss how FeedbackFruits could enhance your teaching.
  4. Choose where to add Interactive Video in your Blackboard environment.
  5. Set your preferences for Interactive Video and populate it with videos, questions and comments.

This tool is licensed till September 1st 2024.

Educational videos are increasingly used to let students prepare lesson material at home prior to in-class activities in flipped classrooms. The main challenge of this teaching strategy is to stimulate students to watch these videos attentively before going to class. This paper describes the use of questions that pop-up within relatively long educational videos of 16 min on average and designed to enhance students’ engagement and understanding when preparing for in-class activities. The effects of such pop-up questions on students’ learning performance were studied within a flipped course in molecular biology. Students had access to videos with or without a variable set of pop-up questions. The experimental group with pop-up questions showed significantly higher test results compared to the group without pop-up questions. Interestingly, students that answered pop-up questions on certain concepts did not score better on items testing these specific concepts than the control group. These results suggest that merely the presence of pop-up questions enhances students’ learning. Additional data from interviews, surveys, and learning analytics suggest that pop-up questions influence viewing behavior, likely by promoting engagement. It is concluded that pop-up questions stimulate learning when studying videos outside class through an indirect testing effect.

Check out the complete paper!