The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affect learners’ engagement and their learning through watching digital interactive videos. the main purpose of this study is to examine whether long interactive videos can improve students’ performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of (63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments.

中文翻译：

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电子学习环境中的交互视频长度对认知负荷，认知成就和学习记忆的影响

使用交互式视频的重要性已在电子学习课程中得到广泛认可。但是，有一些变量可以通过观看数字互动视频来影响学习者的参与和学习。这项研究的主要目的是研究与中短视频相比，长互动视频是否可以提高学生的测试成绩，长期保持学习并减轻认知负担。对伊玛目阿卜杜勒·拉赫曼大学本·费萨尔大学教育学院的（63）名学生样本进行了实验研究，他们已注册学习教育技术课程（EDUM 195N）和多媒体设计与制作（EDUM 330N） ）。使用三组实验设计。根据认知负荷理论和多媒体学习认知理论对结果进行了分析和解释。根据研究结果，研究人员提出了一组建议，用于设计和开发基于交互式数字视频的学习环境的内容。研究结果可以使利益相关者和教育从业者，特别是大学，学校和公司受益，主要是在电子学习和远程学习环境中提供基于交互式数字视频的学习和培训。