INTERACTIVE VIDEOS IN ASYNCHRONOUS ONLINE LEARNING: A PRISMA-COMPLIANT SYSTEMATIC REVIEW AND BIBLIOMETRIC ANALYSIS.

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Bibliographic Details
Title:	INTERACTIVE VIDEOS IN ASYNCHRONOUS ONLINE LEARNING: A PRISMA-COMPLIANT SYSTEMATIC REVIEW AND BIBLIOMETRIC ANALYSIS.
Authors:	YURUM, Ozan Rasit¹
Source:	Turkish Online Journal of Distance Education (TOJDE). Jul2026, Vol. 27 Issue 3, p268-291. 24p.
Subject Terms:	Interactive videos, Asynchronous learning, Curriculum planning, Bibliometrics, Educational technology, Student engagement
Abstract:	The increasing demand for inclusive and flexible learning has led to the widespread use of asynchronous online learning. In these settings, multimedia resources, especially educational videos, play a key role by offering content that supports various learning styles. However, creating meaningful interaction between learners and content remains a challenge. Interactive videos, such as those with embedded questions or scenario-based choices, offer new ways to keep learners engaged, reflective, and in control of their learning. This study used a PRISMA-compliant systematic literature review and bibliometric analysis to examine how interactive videos support learner-content interaction in asynchronous settings. A total of 38 studies were reviewed to identify trends, key themes, and research networks. The analysis identified three main perspectives (student, teacher, and generic) and four thematic areas: course design, interaction design, student experience, and evaluation. Although interdisciplinary collaboration is currently limited, the diverse approaches and implementations suggest rich opportunities for innovation and integration. The results also show that interactive video design is guided by educational theories and practical needs, drawing from learning sciences and advances in educational technology. This study offers guidance for educators improving online course design, institutions adopting interactive tools, and researchers advancing the understanding of learner-content interaction. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The increasing demand for inclusive and flexible learning has led to the widespread use of asynchronous online learning. In these settings, multimedia resources, especially educational videos, play a key role by offering content that supports various learning styles. However, creating meaningful interaction between learners and content remains a challenge. Interactive videos, such as those with embedded questions or scenario-based choices, offer new ways to keep learners engaged, reflective, and in control of their learning. This study used a PRISMA-compliant systematic literature review and bibliometric analysis to examine how interactive videos support learner-content interaction in asynchronous settings. A total of 38 studies were reviewed to identify trends, key themes, and research networks. The analysis identified three main perspectives (student, teacher, and generic) and four thematic areas: course design, interaction design, student experience, and evaluation. Although interdisciplinary collaboration is currently limited, the diverse approaches and implementations suggest rich opportunities for innovation and integration. The results also show that interactive video design is guided by educational theories and practical needs, drawing from learning sciences and advances in educational technology. This study offers guidance for educators improving online course design, institutions adopting interactive tools, and researchers advancing the understanding of learner-content interaction. [ABSTRACT FROM AUTHOR]
ISSN:	13026488