Relevance

Multimedia content, first and foremost videos, are playing an increasingly important role as information and knowledge carriers. About 60 hours of video footage are uploaded every minute to video sharing platforms like YouTube.

Multimedia-based contents have been installed as main sources of information in intra- and inter-corporate communication. Companies such as SAP and BMW successfully utilize video and audio contents to address their clients.

Companies can utilize multimedia contents for internal PR as well as for systematically generating knowledge.

Knowlege from theories of learning indicates a positive correlation between multimedia-based presentation of content ant the accumulation of knowledge. Especially for mediating special relationships and process flows videos have advantages  in comparison to other forms of presentation. Due to the dynamic nature of videos and animations, the user may experience information overload, a constellation that will impede the desired pervasive generation of knowledge.

Interactive instruction videos can help to minimise these risks. Amongst other things, the new method of video presentation and the use of interactive links between video sequences allow free navigation and calling up additional information on demand. When confronted with sequences that are difficult to comprehend, the user may also resort to previous sequences by using the navigation tree or the keyword search.

It can be seen that, by presenting the content as interactive videos, they can adapt the presentation itself to their own cognitive skills and prior knowledge. Learning outcomes as well as user satisfaction improves significantly.