In traditional video, the user is locked to the angle where the camera was pointing to during the capture of the video. With 360° video recording, there are no longer these boundaries, and 360° video capturing devices are becoming more common and affordable to the general public. Hypervideo stretches boundaries even further, allowing to explore the video and to navigate to related information. In this paper, we describe an approach to the design and development of an immersive and interactive interface for the visualization and navigation of 360° hypervideos over the internet. Such videos allow users to pan around to view the contents in different angles and effectively access related information through the hyperlinks. Challenges for presenting this type of hypervideo include: providing users with an appropriate interface capable to explore 360° contents, where the video should change perspective so that the users actually get the feeling of looking around; and providing the appropriate affordances to understand the hypervideo structure and to navigate it effectively in a 360° hypervideo space, even when link opportunities arise in places outside the current viewport.

In the search of alternative ways to learning veterinary surgery with live animals, hypervideo was considered a promising candidate as a learning tool. Video can enhance the realism and authenticity of a learning environment. By adding structure and interactivity to video, hypervideo allows to navigate video and to explore other related media to complement it. Hypervideo might then support the creation of a rich and realistic learning environment, through the interactive access, construction and communication of knowledge on veterinary surgery. In this paper, we present the design and evaluation of Hvet, a hypervideo environment to support learning of veterinary surgery. Design was based on cognitive and media theories, and evaluation was based on the use of Hvet by veterinary students, in order to test its efficacy in substitution of learning and training with live animals. Results support the hypothesis, showing the potential of hypervideo as a valuable and effective tool to support learning of surgery techniques and revealing the most appreciated design options.

This chapter discusses how advanced digital video technologies, such as hypervideo, can be used to broaden the spectrum of meaningful learning activities. Hypervideo is conceptualized as the true integration of video into nonlinear information structures by means of spatio-temporal links. Based on cognitive-psychological perspectives, the discussion focuses on the way cognitive and socio-cognitive processes relate to the specific characteristics of hyperlinked videos, and how they inform their design. Then, with regard to technology, two approaches are introduced, providing tools for knowledge building and interaction with nonlinear information structures based on dynamic video information. Case studies and research findings are presented and prospects for future research are outlined.

Background: The present study’s main aim was to determine the predictors of movie rewatchability and recommendations. Methods: Using a sample of 318 participants, we first tested the structure of a gratification scale from watching a movie. Then, we examined the role of age, need for cognition, need for affect, extraversion, and emotional gratifications, in predicting individuals’ interest in rewatching the movie and in making recommendations. Results: As in the original proposal of the emotional gratification scale, the following dimensions were identified: fun, thrill, empathic sadness, release of emotions, social sharing, contemplative experiences, and character engagement, with acceptable model fit and reliability, convergent and divergent validity. Social sharing, contemplate experiences, need for affect and age were significant predictors of movie recommendation; whereas social sharing, thrill, extraversion, and age contributed most to explaining rewatching interest. Conclusion: This study highlights the importance of considering distinct gratifications and individual differences in predicting rewatching and movie recommendation.