Design of an Online Education Evaluation System Based on Multimodal Data of Learners

Peng, Qijia; Qie, Nan; Liang, Yuan; Chen, Yue; Gao, Qin

doi:10.1007/978-3-030-22580-3_34

Cited by 4 publications

(6 citation statements)

References 25 publications

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“…Compared with the previous visualization of timeline-anchored comments [8,43,47,57,74,75], this design has distinguishing features. First, instead of raw numbers of comments, this study attempted to present interpretable information, such as the relevance and difficulty perceived by previous learners.…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, interactive tools that allow users to control the video should be provided. However, such features have rarely been afforded by previous designs of visualizing timelineanchored comments [8,57].…”

Section: Design Goalsmentioning

confidence: 99%

“…They visualized how the valence of learners’ emotions, the relevance of discussions, and the topics changed along the video timeline using line charts and topic blocks. Peng et al [57] collected both facial expressions and timeline‐anchored discussions, calculated learners’ perceived difficulty and interest, and presented them as line charts along a lecture video timeline. Lu et al [43] designed StreamWiki for live‐streaming learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, ThemeRiver and ToPIN [74,75] were designed to help instructors and were independent of the video interface. Although Peng et al [57] and Chatti et al [8] visualized above or on the video timeline, viewers could not directly control or interact with the video or discussions using the tools.…”

Section: Analyzing and Visualizing Timeline-anchored Commentsmentioning

confidence: 99%

“…These analyses and visualizations were then used to design tools to support learners' learning [9,21,45,55]. With respect to timeline-anchored commenting, researchers also analyzed and visualized various factors such as the number of comments, keywords, and topics, to improve the learning experience for both learners and instructors [8,43,47,57,75].…”

Section: Introductionmentioning

confidence: 99%

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Visualizing timeline‐anchored comments enhanced social presence and information searching in video‐based learning

Chen

Gao

2023

Comp Applic In Engineering

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Numerous learners watch knowledgeable videos with comments or annotations anchored to the video timeline. These comments are learners’ discussions with abundant informational and social content along with video timelines, but the content is usually fragmented and scattered. To extract, organize, and highlight useful information from the discussion, we adopted text mining approaches and designed an interactive visualization tool in the lecture interface for learners, including the following components along with the video timeline: (1) the relevance of comments to the lecture, (2) the comment topics throughout the lecture, and (3) the difficulty level perceived by learners. We conducted a lab experiment with 24 students to examine the effects of the visualization tool on the learning process and outcomes. We found that learners perceived a significantly higher social presence and performed better in open‐book quizzes, searching tasks, and summarizing lectures using the visualization tool. This suggests that the visualization of timeline‐anchored commenting potentially facilitates learners’ participation in discussions and contributions to the learning community.

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