A novel taxonomy of student-generated video styles

Abstract

Video is a medium increasingly used in education. The styles of videos produced for academic purposes have been studied in the literature based mainly on those initially designed by instructors for use in MOOCs. In this work, we define a novel taxonomy of academic video design styles based on the videos produced by students. We have defined 10 different styles after reviewing 105 student-generated videos over 5 years. These types of videos reflect the tastes of students when making a video, which do not necessarily coincide with those of instructors. Based on our classification, a comparative analysis was done between the types of videos developed by instructors and by students, and significant differences were found. The style most commonly used by instructors is similar to the presentation slides while students' videos are based on the integration of videos and images they search for on the Internet.

Automatic Classification of Learning Material Styles

“…There are different classifications in the literature for video lesson styles, but none was unanimously accepted. Style names often do not match, even if they describe the same video style (Arruabarrena et al, 2021). Furthermore, recent studies indicate that the style of the video lesson influences student engagement and student retention, and some styles seem to have a higher impact on learning than others (Lackmann et al, 2021).…”

“…These insertions represent a relatively small amount of video time (Santos Espino et al, 2016). The hallmark of this style is that the narrator appears on the video (Arruabarrena et al, 2021). Some groups were created in the works of Hansch et al (2015) and Guo et al (2014) because the classes differ only in the set of the scene or background.…”

“…Although there are different theoretical classifications of video lesson styles in the literature, in reality, none was unanimously accepted. Also, style names used for different authors often do not match, even if they describe the same video lesson style (Arruabarrena et al, 2021). Because of that, these theoretical classifications are usually not used in studies on preferences, benefits, and impacts of the use or production of different styles.…”

Digital assessment: impact on student motivation, peer learning, group dynamics

“…Assessments involving podcasting, digital storytelling, and video production serve this purpose and are often taken up by students enthusiastically [11], [12]. This is because students now have greater access to online video content for their own learning and are keen to contribute to this existing pool with their own creations [13]. Moreover, students stand to gain important skills such as creativity, communication, and professional skills through digital storytelling assignments [12], of which video creation may be seen as a type.…”

Öğretmen Adaylarının Öğreterek Öğrenme Sürecine İlişkin Deneyimlerinin İncelenmesi

“…Although videos on the Internet are seen as supporting materials for students' learning in higher education (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018), the process of producing students' own videos as a learning activity is a very popular approach (Arruabarrena, Sanchez, Dominguez, & Jaime, 2021;Campbell, Heller, & Ulse, 2020). Today's students can no longer be viewed as only passive consumers since they want more control over content production on the web (Lee & McLoughlin, 2007).…”