This article demonstrates the effectiveness of interactive videos in enhancing experimental science learning online, implying better engagement and understanding.
The shift to online learning has presented a formidable challenge for experimental science education, especially the quality of lab-based instruction. Standard videos place students in a passive role and weaken inquiry and hands-on reasoning. This article studies interactive videos as a way to support active experimental learning online. Interactive elements include short tasks, clickable notes, and instant feedback during viewing.The study draws on Cognitive Load Theory, Dual Coding Theory, and Constructivism.• It introduces the DIVE Model (Designing Interactive Videos for Experimentation).• The model follows six clear phases for design, production, and classroom use.• It turns video viewing into a guided exploration that reflects real scientific practice.• The DIVE Model supports strong experimental learning in online settings at scale.
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ELRHOUAT OUSSAMA (2026) studied this question.
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