Social Video Learning
Interactive. Precise. Impactful.
Social Video combines the strengths of video with the benefits of direct interaction.
By sharing, reflecting, discussing, and developing ideas together, knowledge becomes dynamic — anytime and anywhere!
- Dynamic Learning and Working with Interactive Videos
- Precise Feedback Opportunities
- Powerful Reflection Processes to Purposefully Develop Competencies
Experience the Power of Interactive Videos
Not only does our more than 20 years of experience with Social Video Learning demonstrate its effectiveness — studies also show the undeniable impact of interactive videos compared to traditional learning formats.
20 % Higher Learning Outcomes
Learners in e-learning environments that focus on interactive videos achieve significantly better learning outcomes and greater satisfaction compared to those in other environments, including traditional classrooms.*
Zhang et al. (2020)
32% Increase in Learning Activity
Embedding questions and feedback loops into interactive videos significantly boosts students’ learning activity, encouraging more frequent engagement with the content and fostering deeper exploration.
Kriz et al. (2019)
20% Shorter Learning Time
Learners who use interactive videos with functions like pause, rewind, and speed adjustment learn more efficiently and require less time to acquire new skills compared to those using non-interactive videos.
Schwan & Riempp (2021)
Scientifically Proven – Educationally Ahead
Social Video is not just an innovative tool — it is a scientifically researched contribution to the future of learning.
Three doctoral dissertations, numerous academic publications, and multiple national and international R&D projects confirm the didactic quality and effectiveness of our strong academic foundation.
How Social, Interactive Learning and Working Succeeds
Whether for training and professional development of coaches, onboarding new employees, or delivering hands-on technical knowledge to apprentices — experience the Social Video Player in practice and explore various application scenarios yourself.
From Sports for the sports — and Beyond
Discover the story behind our method innovation “Social Video Learning.”
The innovation Social Video Learning, which today forms the core of our portfolio, originated from a scientific project at the University of Augsburg. Under the leadership of Dr. Frank Vohle, founder of Ghostthinker, research began in 2004 on how digital media can be used to make group learning processes more effective and sustainable.
Learn more about the origins of Social Video and where the idea was born in our video (please active English subtitles)!
The core idea was to combine video-based reflection and collaboration to not only support learners individually but also strengthen interaction and collective knowledge development.
From these academic insights emerged the innovative method of Social Video Learning, which today is considered a pioneering approach in sports education and beyond.
FAQs
Social Video Learning is a methodological innovation developed by Ghostthinker itself, built around the Social Video Player, which is included in all of our products. The principle: collaborative learning (“social”) directly on (often one’s own) video material, bringing coaches’ lived reality into the learning environment (reality-based learning) – because that’s exactly what creates the strongest competency orientation.
Ghostthinker starts from a positive view of human nature: people want to learn, and people can learn. Building on this, we favour participation and personal responsibility over control and sanctions. Learning succeeds best when three core needs are met: a sense of competence (applying skills and experiencing success), autonomy (room to make one’s own decisions), and social connectedness (exchange, cooperation, feedback). The focus is not on isolated factual knowledge, but on reflected, applicable ability and the development of practical competencies.
Yes. Social Video Learning is an academically researched contribution to the future of learning, evidenced by three doctoral theses, numerous academic publications, and ongoing national and international research and development projects. The methodology originated in a research project at the University of Augsburg: in 2004, Dr. Frank Vohle, founder of Ghostthinker, studied how digital media could make group learning processes more effective and sustainable.