Ruf, AlessiaLeisner, DavidZahn, CarmenOpwis, KlausHmelo-Silver, Cindyde Wever, BramOshima, Jun2021-09-242021-09-242021978-1-7373306-2-2https://irf.fhnw.ch/handle/11654/32646Enhanced video-based learning environments provide new tools (e.g., hyperlinks) – along with the well-known basic video control tools (e.g., play, pause, rewind) – that afford learners‘ enhanced interaction with videos. With these tools, learners can actively transform existing videos into their own hypervideo structures by adding hyperlinks and own materials. Unlike research on basic control tools that has revealed positive impacts on learning, research on enhanced tools is still rare and conflicting. It is thus open, whether the tools support generative interested learning or put too much extrinsic cognitive load onto learners. In the present study, we investigated the effects of video annotation and hyperlinking tools on learning success and cognitive load by analyzing tool-related interaction behavior data of 141 university students. Results indicated that the frequent use of enhanced video tools positively predicted learning success and a decrease in cognitive load. Implications of these results are discussed.en04B - Beitrag Konferenzschrift