This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision-based or linear videos on cell biology and protein purification as self-guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem-solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives.

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重新定义在线生物教育：交互式分支视频利用和学生学习体验的研究

这项研究评估了交互式分支视频与传统被动线性传输的使用，以提高学生对在线课程的参与和学习。为生物学本科生提供有关细胞生物学和蛋白质纯化的分支决策或线性视频，作为自导或巩固活动。虽然交互式分支视频并没有提高学习成果，但主题分析显示，学生发现它们更有趣，更适合复习。然而，大多数学生认为线性被动视频对于核心内容的传递更具逻辑结构。经过修订的格式和更清晰的支架，交互式分支视频在用于解决问题的活动时被认为更具吸引力和有用性。学生们欢迎自主指导自己的学习路径，但希望获得支持以避免错过关键信息。总体而言，精心设计的分支视频可以提高学生的积极性，但其效用取决于上下文。我们的研究结果表明，将这些创新形式纳入在线学习时，平衡互动性、清晰的组织和目的非常重要。分支视频有望提高参与度，但需要根据学习目标进行有意的教学设计。