Dahlan, M. M., Halim, N. S. A., Kamarudin, N. S., & Ahmad, F. S. Z. (2023). Exploring interactive video learning: Techniques, applications, and pedagogical insights. International Journal of Advanced and Applied Sciences, 10(12), 220–230. https://doi.org/10.21833/ijaas.2023.12.024

Summary
This article examines interactive video learning as an instructional tool that enhances student engagement, comprehension, and retention while supporting motivation, autonomy, and self-efficacy through active learning. Dahlan et al. (2023) ground their discussion in several key theoretical frameworks, including Cognitive Load Theory, Multimedia Learning Theory, Constructivist Learning Theory, Self-Regulated Learning, and Social Learning Theory. Drawing on these models, the authors identify effective design elements such as content mapping, storyboarding, personalization, and gamification. They also describe interactive features like embedded quizzes, polls, simulations, decision-making scenarios, discussions, assessments, feedback, and reflection, and emphasize the adaptability of interactive video learning for diverse contexts, including remote learning, blended classrooms, and flipped learning environments. A well-designed platform, they argue, can support multimodal learning and accommodate a range of processing needs.

Evaluation
A key strength of the article is its systematic and well-organized approach. The authors synthesize a broad sample of peer-reviewed literature and clearly connect theoretical foundations to practical applications. Their discussion spans various instructional settings, such as flipped classrooms, scenario-based learning, and professional training, demonstrating the versatility of interactive video learning. The paper is logically structured, with distinct sections on design, development, and pedagogical applications, making it easy to follow despite some redundancies. Significantly, the authors also look ahead, identifying future trends such as the integration of virtual reality for immersive learning experiences and the use of artificial intelligence to personalize and enhance learning. These insights highlight the evolving potential of interactive video as a dynamic educational tool.

Reflection
This article provides particularly valuable guidance for curriculum and course design for autistic youth. The emphasis on personalization and adaptivity aligns closely with the need to accommodate diverse learning styles and sensory preferences, which is essential for supporting autistic learners. Features such as multimodal content, gamification, and user-friendly interfaces can help create more engaging and accessible learning environments. Additionally, the article underscores the importance of accessibility features, including closed captions and screen reader compatibility, to ensure inclusivity. The potential for AI-driven customization to adapt content based on learners’ progress and preferences is especially promising, as it could support individualized learning pathways that foster both engagement and long-term retention for autistic students.