You are here:

The cognitive benefits of interactive videos: learning to tie nautical knots


Learning and Instruction Volume 14, Number 3, ISSN 0959-4752 Publisher: Elsevier Ltd


In contrast to their traditional, non-interactive counterparts, interactive dynamic visualisations allow users to adapt their form and content to their individual cognitive skills and needs. Provided that the interactive features allow for intuitive use without increasing cognitive load, interactive videos should therefore lead to more efficient forms of learning. This notion was tested in an experimental study, where participants learned to tie four nautical knots of different complexity by watching either non-interactive or interactive videos. The results show that in the interactive condition, participants used the interactive features like stopping, replaying, reversing or changing speed to adapt the pace of the video demonstration. This led to an uneven distribution of their attention and cognitive resources across the videos, which was more pronounced for the difficult knots. Consequently users of non-interactive video presentations, needed substantially more time than users of the interactive videos to acquire the necessary skills for tying the knots.


Schwan, S. & Riempp, R. (2004). The cognitive benefits of interactive videos: learning to tie nautical knots. Learning and Instruction, 14(3), 293-305. Elsevier Ltd. Retrieved December 14, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct:

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact