Analytics of the effects of video use and instruction to support reflective learning

Abstract

Although video annotation software is no longer considered as a new innovation, its application in promoting student self-regulated learning and reflection skills has only begun to emerge in the research literature. Advances in text and video analytics provide the capability of investigating students' use of the tool and the psychometrics and linguistic processes evident in their written annotations. This paper reports on a study exploring students' use of a video annotation tool when two different instructional approaches were deployed -graded and non-graded self-reflection annotations within two courses in the performing arts. In addition to counts and temporal locations of self-reflections, the Linguistic Inquiry and Word Counts (LIWC) framework was used for the extraction of variables indicative of the linguistic and psychological processes associated with self-reflection annotations of videos.The results indicate that students in the course with graded selfreflections adopted more linguistic and psychological related processes in comparison to the course with non-graded selfreflections. In general, the effect size of the graded reflections was lower for students who took both courses in parallel. Consistent with prior research, the study identified that students tend to make the majority of their self-reflection annotations early in the video time line. The paper also provides several suggestions for future research to better understand the application of video annotations in facilitating student learning.

Identifying learning strategies associated with active use of video annotation software

“…These findings suggest that the instructional design needs to offer some further guidance to the students on how to use the new tool effectively and provide a clear rationale outlining the value that such tool use can play in facilitating student learning and therefore, future academic performance. In a recent study, Gašević et al [10] demonstrated that by altering the external conditions (i.e. graded versus nongraded) had a significant impact on the quality and quantity of video annotations made in a course.…”

“…Recent studies have used learning analytics and data-mining to investigate students' actual engagement with lecture videos by clustering students based on video tool access [4] and how such objective data when coupled with results on related quizzes [20] can inform instructors' pedagogical approaches and intervention strategies. Similarly, related studies into students' annotations have used logged data to investigate the length of time-stamped annotations compared to hand-written notes [21] and patterns in the linguistic and cognitive processes inherent in the text of the annotations [10]. Although there are numerous studies reporting associations between grades and variables obtained from data traces (for example [24]), there is a lack of analysis to expand these associations in order to unpack students' approaches to learning to understand the underlying associations.…”

Identifying engagement patterns with video annotation activities: A case study in professional development

“…However, the data used for the study was largely based on self-reported information collected via pre and post surveys and interviews, albeit also included direct observations of student and teacher interactions with MAT. Recent studies (Gašević, Mirriahi, & Dawson, 2014;Pardo et al, 2015) have used video analytics techniques to analyse detailed event streams and investigate how first-year university students use and engage with video annotation tools.…”

Do Optional Activities Matter in Virtual Learning Environments?

“…Moreover, findings suggest that the benefits from optional forum assignments are very low whereas compulsory forum assignments might be related to higher performance [15]. In addition, the work in [16] made an in-depth analysis of the use of video annotation, which can be seen as an optional activity for students.…”