The term "hypervideo" has different interpretations in the scientific literature. The aim of this contribution is to define hypervideo as it is and can be (more optimally) used for teaching and learning purposes. Videos can promote learning by recreating real experiences and dynamic processes, although they do not necessarily enable students to interact with contents and to self-regulate their learning. Hypervideos technically overcome these limitations and add further benefits. However, even though some literature on the topic exists, the concept of hypervideo is not well represented in the scientific community and lends itself to different interpretations. Results show that hypervideo is defined as a dynamic artefact, it should allow navigation control and include additional material; it could also integrate individual or collaborative annotation and automated or manual feedback. So far, most studies have been conducted in artificial settings involving tertiary-level students. Finally, its use is beneficial for students' learning.