A Study of Interactive Video Resource Teaching Model in Universities

Shuo Zhao; Yijie He

doi:doi:10.11648/j.hss.20251301.12

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A Study of Interactive Video Resource Teaching Model in Universities

Shuo Zhao^*

, Yijie He

Published in Humanities and Social Sciences (Volume 13, Issue 1)

Received: 16 January 2025 Accepted: 13 February 2025 Published: 20 February 2025

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Abstract

The article introduces the essence of interactive teaching which is to promote students’ self-directed learning, inquiry-based learning and collaborative learning to fully exert learning subjectivity. Then it clarifies the mode of interactive video teaching used in university education between individuals and between individuals and devices, mainly composed of interactive devices, interactive subjects and interactive behaviors. Next it analyzes the mode of interactive video teaching, which consists of interactive devices, interactive subjects, interactive behaviors, etc. The application of interactive videos resources is studied in creating teaching scenarios, effectively exploring teaching, innovating teaching modes, changing evaluation methods, and storing dynamic resources. Further it analyzes the curriculum system and evaluation system, software and hardware facilities, and teaching supervision so as to provide corresponding inspiration for teacher teaching and school management. Based on the above research and problems discovered during the review process, the article provides some opinions and suggestions from several aspects such as educators, teaching managers, software and hardware equipments. First, in terms of instructional design, educators can make more use of the characteristics of interactive video teaching to meet the learning needs of students with different learning styles. Second, in terms of teaching process, teachers can use the generative function of interactive video teaching to create a relaxed and enjoyable learning atmosphere. Third, in terms of teaching strategies, teachers should combine teaching content to formulate corresponding learning goals and continuously improve educational and teaching strategies. Fourth, in terms of post-class testing, teachers will utilize the storage function of the interactive video resource library to enable learners to review the learned content after class and effectively expand students’ different learning needs. Fifth, universities will regularly conduct training in interactive video teaching to enhance the literacy and ability of teachers and learners in using interactive videos. At last, universities will establish interactive video teaching and research teams to conduct experimental teaching.

Published in	Humanities and Social Sciences (Volume 13, Issue 1)
DOI	10.11648/j.hss.20251301.12
Page(s)	10-15
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Interactive Teaching, Interactive Videos, Video Resources, Video Teaching

References

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[2]	Ronghuai Huang. Upgrading Education Informatization to Assist Education System Reform [N]. China Education Daily, 2018-05-19.
[3]	HD, Brown. Teaching by Principles: An Interactive Approach to Language Pedagogy [M]. Beijing: Foreign Language Teaching and Research Press, 2001: 159.
[4]	Suqin, Wang & Yonghang, Zhao. Theoretical Connotation and Application Countermeasures of Interactive Teaching [J]. Journal of Inner Mongolia Normal University, 2008(2): 46-48.
[5]	Shuo Zhao. On Developing Model of Online Education in European Universities. Proceedings of ICETM. New York: ACM Publishing, December 2024: 230-234. https://doi.org/10.1145/3678726.367877
[6]	Yang Yang, Shang Haitao, Jamal Nasir, Ullah Farhan. Video Resources Recommendation for Online Tourism Teaching in Interactive Network [J]. Mobile Networks and Applications, Volume 28, 2023(3): 971-982. https://doi.org/10.1007/S11036-023-02193-9
[7]	Jia Liu. Development of Interactive English E-learning Video Entertainment Teaching Environment Based on Virtual Reality and Game Teaching Emotion Analysis [J]. Entertainment Computing, Volume52, January 2025. https://doi.org/10.1016/J.ENTCOM.2024.100884
[8]	Ruiqi Deng, Yi Yang, Suqin Shen. Impact of Question Presence and Interactivity in Instructional Videos on Student Learning [J]. Education and Information Technologies, Volume30, July 2024: 1635–1663. https://doi.org/10.1007/S10639-024-12862-1
[9]	Hu Xuan. Analysis of Effective Use of Interactive Video in International Chinese Education [J]. Scientific and Social Research, Volume 6, 2024(9): 276-281. https://doi.org/10.26689/SSR.V6I9.8122
[10]	Liu Yao, Cai Na, Zhang Zizai, Fu Hai. Exploration of Micro-video Teaching Mode of College Students Using Deep Learning and Human–computer Interaction [J]. Frontiers in Psychology, Volume13, September 2022. https://doi.org/10.3389/FPSYG.2022.916021
[11]	Rodgers Thomas L, Bolton Philip, Van Der Gryp Percy. An Interactive Graph Resource for Chemical Engineering Teaching [J]. Education for Chemical Engineers, Volume 45, October 2023: 80-89. https://doi.org/10.1016/J.ECE.2023.08.004
[12]	Jie Yang. Optimisation Strategy of College English Teaching during the Epidemic Period: Taking MOOC Resources Expressed by Interactive Features as An Example [J]. International Journal of Knowledge-Based Development, Volume 13, 2023(2-4): 294-310. https://doi.org/10.1504/IJKBD.2023.133331
[13]	Chahrazed Mediani. Interactive Hybrid Recommendation of Pedagogical Resources [J]. Ingénierie des Systèmes d’Information, Volume 27, April 2022(5): 695-704. https://doi.org/ 10.18280/ISI.270502
[14]	Rogers Ciara, Bond Caroline, Kelly Catherine. How Is Video Interaction Guidance (VIG) Applied in Education Settings? A Scoping Review [J]. Educational Psychology in Practice, Volume 39, 2023(1): 78-91. https://doi.org/10.1080/02667363.2022.2158455
[15]	Jin Yan, Xiongjun Xia. Interactive Audio-Visual Course Teaching of Music Education Based on VR and AI Support [J]. International Journal of Human-Computer Interaction, Volume 40, 2024(5): 3552-3559. https://doi.org/10.1080/10447318.2023.2190668

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APA Style

Zhao, S., He, Y. (2025). A Study of Interactive Video Resource Teaching Model in Universities. Humanities and Social Sciences, 13(1), 10-15. https://doi.org/10.11648/j.hss.20251301.12

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ACS Style

Zhao, S.; He, Y. A Study of Interactive Video Resource Teaching Model in Universities. Humanit. Soc. Sci. 2025, 13(1), 10-15. doi: 10.11648/j.hss.20251301.12

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AMA Style

Zhao S, He Y. A Study of Interactive Video Resource Teaching Model in Universities. Humanit Soc Sci. 2025;13(1):10-15. doi: 10.11648/j.hss.20251301.12

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@article{10.11648/j.hss.20251301.12,
  author = {Shuo Zhao and Yijie He},
  title = {A Study of Interactive Video Resource Teaching Model in Universities
},
  journal = {Humanities and Social Sciences},
  volume = {13},
  number = {1},
  pages = {10-15},
  doi = {10.11648/j.hss.20251301.12},
  url = {https://doi.org/10.11648/j.hss.20251301.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20251301.12},
  abstract = {The article introduces the essence of interactive teaching which is to promote students’ self-directed learning, inquiry-based learning and collaborative learning to fully exert learning subjectivity. Then it clarifies the mode of interactive video teaching used in university education between individuals and between individuals and devices, mainly composed of interactive devices, interactive subjects and interactive behaviors. Next it analyzes the mode of interactive video teaching, which consists of interactive devices, interactive subjects, interactive behaviors, etc. The application of interactive videos resources is studied in creating teaching scenarios, effectively exploring teaching, innovating teaching modes, changing evaluation methods, and storing dynamic resources. Further it analyzes the curriculum system and evaluation system, software and hardware facilities, and teaching supervision so as to provide corresponding inspiration for teacher teaching and school management. Based on the above research and problems discovered during the review process, the article provides some opinions and suggestions from several aspects such as educators, teaching managers, software and hardware equipments. First, in terms of instructional design, educators can make more use of the characteristics of interactive video teaching to meet the learning needs of students with different learning styles. Second, in terms of teaching process, teachers can use the generative function of interactive video teaching to create a relaxed and enjoyable learning atmosphere. Third, in terms of teaching strategies, teachers should combine teaching content to formulate corresponding learning goals and continuously improve educational and teaching strategies. Fourth, in terms of post-class testing, teachers will utilize the storage function of the interactive video resource library to enable learners to review the learned content after class and effectively expand students’ different learning needs. Fifth, universities will regularly conduct training in interactive video teaching to enhance the literacy and ability of teachers and learners in using interactive videos. At last, universities will establish interactive video teaching and research teams to conduct experimental teaching.
},
 year = {2025}
}

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TY  - JOUR
T1  - A Study of Interactive Video Resource Teaching Model in Universities

AU  - Shuo Zhao
AU  - Yijie He
Y1  - 2025/02/20
PY  - 2025
N1  - https://doi.org/10.11648/j.hss.20251301.12
DO  - 10.11648/j.hss.20251301.12
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 10
EP  - 15
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20251301.12
AB  - The article introduces the essence of interactive teaching which is to promote students’ self-directed learning, inquiry-based learning and collaborative learning to fully exert learning subjectivity. Then it clarifies the mode of interactive video teaching used in university education between individuals and between individuals and devices, mainly composed of interactive devices, interactive subjects and interactive behaviors. Next it analyzes the mode of interactive video teaching, which consists of interactive devices, interactive subjects, interactive behaviors, etc. The application of interactive videos resources is studied in creating teaching scenarios, effectively exploring teaching, innovating teaching modes, changing evaluation methods, and storing dynamic resources. Further it analyzes the curriculum system and evaluation system, software and hardware facilities, and teaching supervision so as to provide corresponding inspiration for teacher teaching and school management. Based on the above research and problems discovered during the review process, the article provides some opinions and suggestions from several aspects such as educators, teaching managers, software and hardware equipments. First, in terms of instructional design, educators can make more use of the characteristics of interactive video teaching to meet the learning needs of students with different learning styles. Second, in terms of teaching process, teachers can use the generative function of interactive video teaching to create a relaxed and enjoyable learning atmosphere. Third, in terms of teaching strategies, teachers should combine teaching content to formulate corresponding learning goals and continuously improve educational and teaching strategies. Fourth, in terms of post-class testing, teachers will utilize the storage function of the interactive video resource library to enable learners to review the learned content after class and effectively expand students’ different learning needs. Fifth, universities will regularly conduct training in interactive video teaching to enhance the literacy and ability of teachers and learners in using interactive videos. At last, universities will establish interactive video teaching and research teams to conduct experimental teaching.

VL  - 13
IS  - 1
ER  -

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Author Information

Shuo Zhao

Research Center of the Pacific Island Countries, The Academy of International and Regional Communication Studies, Communication University of China, Beijing, China; International College, Krirk University, Bankok, Thailand

Contact Email

http://orcid.org/0000-0002-4131-4589
Yijie He

International College, Krirk University, Bankok, Thailand

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Plain Text BibTeX RIS

APA Style

Zhao, S., He, Y. (2025). A Study of Interactive Video Resource Teaching Model in Universities. Humanities and Social Sciences, 13(1), 10-15. https://doi.org/10.11648/j.hss.20251301.12

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ACS Style

Zhao, S.; He, Y. A Study of Interactive Video Resource Teaching Model in Universities. Humanit. Soc. Sci. 2025, 13(1), 10-15. doi: 10.11648/j.hss.20251301.12

Copy | Download

AMA Style

Zhao S, He Y. A Study of Interactive Video Resource Teaching Model in Universities. Humanit Soc Sci. 2025;13(1):10-15. doi: 10.11648/j.hss.20251301.12

Copy | Download

@article{10.11648/j.hss.20251301.12,
  author = {Shuo Zhao and Yijie He},
  title = {A Study of Interactive Video Resource Teaching Model in Universities
},
  journal = {Humanities and Social Sciences},
  volume = {13},
  number = {1},
  pages = {10-15},
  doi = {10.11648/j.hss.20251301.12},
  url = {https://doi.org/10.11648/j.hss.20251301.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20251301.12},
  abstract = {The article introduces the essence of interactive teaching which is to promote students’ self-directed learning, inquiry-based learning and collaborative learning to fully exert learning subjectivity. Then it clarifies the mode of interactive video teaching used in university education between individuals and between individuals and devices, mainly composed of interactive devices, interactive subjects and interactive behaviors. Next it analyzes the mode of interactive video teaching, which consists of interactive devices, interactive subjects, interactive behaviors, etc. The application of interactive videos resources is studied in creating teaching scenarios, effectively exploring teaching, innovating teaching modes, changing evaluation methods, and storing dynamic resources. Further it analyzes the curriculum system and evaluation system, software and hardware facilities, and teaching supervision so as to provide corresponding inspiration for teacher teaching and school management. Based on the above research and problems discovered during the review process, the article provides some opinions and suggestions from several aspects such as educators, teaching managers, software and hardware equipments. First, in terms of instructional design, educators can make more use of the characteristics of interactive video teaching to meet the learning needs of students with different learning styles. Second, in terms of teaching process, teachers can use the generative function of interactive video teaching to create a relaxed and enjoyable learning atmosphere. Third, in terms of teaching strategies, teachers should combine teaching content to formulate corresponding learning goals and continuously improve educational and teaching strategies. Fourth, in terms of post-class testing, teachers will utilize the storage function of the interactive video resource library to enable learners to review the learned content after class and effectively expand students’ different learning needs. Fifth, universities will regularly conduct training in interactive video teaching to enhance the literacy and ability of teachers and learners in using interactive videos. At last, universities will establish interactive video teaching and research teams to conduct experimental teaching.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - A Study of Interactive Video Resource Teaching Model in Universities

AU  - Shuo Zhao
AU  - Yijie He
Y1  - 2025/02/20
PY  - 2025
N1  - https://doi.org/10.11648/j.hss.20251301.12
DO  - 10.11648/j.hss.20251301.12
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 10
EP  - 15
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20251301.12
AB  - The article introduces the essence of interactive teaching which is to promote students’ self-directed learning, inquiry-based learning and collaborative learning to fully exert learning subjectivity. Then it clarifies the mode of interactive video teaching used in university education between individuals and between individuals and devices, mainly composed of interactive devices, interactive subjects and interactive behaviors. Next it analyzes the mode of interactive video teaching, which consists of interactive devices, interactive subjects, interactive behaviors, etc. The application of interactive videos resources is studied in creating teaching scenarios, effectively exploring teaching, innovating teaching modes, changing evaluation methods, and storing dynamic resources. Further it analyzes the curriculum system and evaluation system, software and hardware facilities, and teaching supervision so as to provide corresponding inspiration for teacher teaching and school management. Based on the above research and problems discovered during the review process, the article provides some opinions and suggestions from several aspects such as educators, teaching managers, software and hardware equipments. First, in terms of instructional design, educators can make more use of the characteristics of interactive video teaching to meet the learning needs of students with different learning styles. Second, in terms of teaching process, teachers can use the generative function of interactive video teaching to create a relaxed and enjoyable learning atmosphere. Third, in terms of teaching strategies, teachers should combine teaching content to formulate corresponding learning goals and continuously improve educational and teaching strategies. Fourth, in terms of post-class testing, teachers will utilize the storage function of the interactive video resource library to enable learners to review the learned content after class and effectively expand students’ different learning needs. Fifth, universities will regularly conduct training in interactive video teaching to enhance the literacy and ability of teachers and learners in using interactive videos. At last, universities will establish interactive video teaching and research teams to conduct experimental teaching.

VL  - 13
IS  - 1
ER  -

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