Augmenting educational videos with interactive exercises and knowledge testing games

Kleftodimos, Alexandros; Evangelidis, Georgios

doi:10.1109/educon.2018.8363322

Cited by 11 publications

(11 citation statements)

References 7 publications

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“…Our results showed that transfer tests have been more frequently used in the last four years than in the previous years [18,41,55,73,74,93,129,130,157,166,193,205,240,253,271]. However, we found that most of the articles did not report explicitly if the type of test was recall or transfer, only 38% of experiments reported it [11,18,41,49,55,73,74,93,119,129,130,145,157,166,180,193,205,240,253,257,271].…”

Section: Dependent Variablesmentioning

confidence: 60%

“…Furthermore, positive impacts were found on other aspects such as satisfaction [119,188] and engagement [46]. Data analysis studies have also confirmed these findings.…”

Section: Interactive Featuresmentioning

confidence: 67%

“…video [46,119,142,188,222,248], virtual reality and 360-degree environments [11,33,47,84,100,175], in-video annotations (feature that allow the learner to take notes while watching the video) [34,130,142,234], and navigational elements (e.g., table of content navigation, timelines with clickable points of interest) [41,46,130]. Examples of less researched interactive features were games (e.g., crossword puzzles) [41], human-like conversational agents [259], and self-regulated learning activities [172,240].…”

Section: Video Characteristics In Experimentsmentioning

confidence: 99%

“…Quizzes and questions: Most of the studies that experimented with quizzes evidenced that the learning outcome was positively affected [46,119,142,188,248]. For Palaigeorgiou and Papadopoulou [188], the positive effect was found when quizzes were included together with other interactive features.…”

Section: Interactive Featuresmentioning

confidence: 99%

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A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

Navarrete¹,

Nehring²,

Schanze³

et al. 2023

Preprint

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People increasingly use videos on the Web as a source for learning, be it for daily tasks or in formal as well as informal educational settings. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning from computer science databases for the period from 2016 to 2021 using the PRISMA guidelines. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners' activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner's activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner's activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends in the development of design guidelines to produce learning videos.

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Section: Dependent Variablesmentioning

confidence: 60%

“…Furthermore, positive impacts were found on other aspects such as satisfaction [119,188] and engagement [46]. Data analysis studies have also confirmed these findings.…”

Section: Interactive Featuresmentioning

confidence: 67%

Section: Video Characteristics In Experimentsmentioning

confidence: 99%

Section: Interactive Featuresmentioning

confidence: 99%

See 2 more Smart Citations

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

Navarrete¹,

Nehring²,

Schanze³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…(Kerr, 2015;Herela, Knutas, Vanhala & Kasurinen, 2017;Maclaren, 2018). Moreover, more studies are needed to be done which will take students as a target audience (Yang & Pakala, 2017;Nguyen et al, 2017;Kleftodimos & Evangelidis, 2018).…”

Section: The Importance and The Purpose Of The Studymentioning

confidence: 99%

The Effects of Educational Videos on Views and Attitudes of Engineering Undergraduate Students

Özdemir¹,

Sarsar²,

Andiç‐Çakır³

2021

OJER

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The usage of videos in undergraduate students’ engineering education has gained importance in recent years. Videos, which are used as a supportive tool in traditional engineering education, have become a source of information in online learning environments. The aim of this study is to examine the effects of educational videos on engineering undergraduate students’ laboratory applications and its examination of opinions developed within the scope of e-learning. For this purpose, the sample consisting of 50 undergraduate students from the civil engineering department has been used for this research. Pre-test and post-test process conducted within the scope of in this research were resulted in a meaningful difference after the analyses of Paired Samples t-Test (p=0.02) was made. This result shows that online learning platforms in engineering education and educational videos positively affect the students’ attitude. In addition, it is found out that educational videos affect the learning process as a useful educational source. Moreover, the instructors’ educational videos, which are Digital Learning Materials, positively impact the students’ motivation during the courses.

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Application of a Ludic Video Game as an Alternative Resource in the Classroom. A Case Study

Rea-Peñafiel

Coral-Pineda

Quiña‐Mera

et al. 2020

Technology, Sustainability and Educational Innovation (TSIE)

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Augmenting educational videos with interactive exercises and knowledge testing games

Cited by 11 publications

References 7 publications

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

The Effects of Educational Videos on Views and Attitudes of Engineering Undergraduate Students

Application of a Ludic Video Game as an Alternative Resource in the Classroom. A Case Study

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