Effects of In-Video Quizzes on MOOC Lecture Viewing

Kovacs, Geza

doi:10.1145/2876034.2876041

Cited by 62 publications

(49 citation statements)

References 10 publications

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“…However, watching videos is inherently a passive form of learning; in order to learn effectively, students need to engage with video content [3][4][5][6]13,20,27]. Engagement with videos can be facilitated by embedding interactive activities, such as quizzes and assessment problems [8,12,14,24], or by providing environments for collaborative annotation of videos [3]. Although such strategies increase engagement, they require substantial effort from the teacher during video production, or sophisticated learning environments.…”

Section: Introductionmentioning

confidence: 99%

Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies

Mitrović

Dimitrova

Lau

et al. 2017

Lecture Notes in Computer Science

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Abstract. Although videos are a highly popular digital medium for learning, video watching can be a passive activity and results in limited learning. This calls for interactive means to support engagement and active video watching. However, there is limited insight into what engagement challenges have to be overcome and what intelligent features are needed. This paper presents an empirical way to elicit requirements for innovative functionality to support constructive video-based learning. We present two user studies with an active video watching system instantiated for soft skill learning (pitch presentations). Based on the studies, we identify whether learning is happening and what kind of interaction contributes to learning, what difficulties participants face and how these can be overcome with additional intelligent support. Our findings show that participants who engaged in constructive learning have improved their conceptual understanding of presentation skills, while those who exhibited more passive ways of learning have not improved as much as constructive learners. Analysis of participants' profiles and experiences led to requirements for intelligent support with active video watching. Based on this, we propose intelligent nudging in the form of signposting and prompts to further promote constructive learning.

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Section: Introductionmentioning

confidence: 99%

Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies

Mitrović

Dimitrova

Lau

et al. 2017

Lecture Notes in Computer Science

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“…The prime focus of our work is engagement analytics for improving videobased learning. Existing research analyzes data about the learners' interaction with and navigation of videos by analyzing play, pause, and seeking actions and which parts of the video are most important [7,13,19]. Other works focus on students' reflections on videos, using their comments to determine students conceptual understanding of the specific topics [10,15].…”

Section: Introductionmentioning

confidence: 99%

Characterizing Comment Types and Levels of Engagement in Video-Based Learning as a Basis for Adaptive Nudging

Taskin

Hecking

Hoppe

et al. 2019

Lecture Notes in Computer Science

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Video is frequently used as a learning medium in a variety of educational settings, including large online courses as well as informal learning scenarios. To foster learner engagement around instructional videos, our learning scenario facilitates interactive note taking and commenting similar to popular social video-sharing platforms. This approach has recently been enriched by introducing nudging mechanisms, which raises questions about ensuing learning effects. To better understand the nature of these effects, we take a closer look at the content of the comments. Our study is based on an ex post analysis of a larger data set from a recent study. As a first step of analysis, video comments are clustered based on a feature set that captures the temporal and semantic alignment of comments with the videos. Based on the ensuing typology of comments, learners are characterized through the types of comments that they have contributed. The results will allow for a better targeting of nudges to improve video-based learning.

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“…At the same time, according to the characteristics of Chinese MOOC learning behavior, learners are divided into several groups, and then the relationship between their learning behavior and performance is deeply studied. Geza Kovacs [4] analyzes learners' participation in in-video testing, and studies the peak period of students' thinking. Kloft [5] proposed a method for clickstream data.…”

Section: Introductionmentioning

confidence: 99%

Learning Behavior Big Data Tells Us Which Students Can Get a MOOC Course Certificate in Chinese University MOOC

Luo¹,

Xiao²,

Li³

et al. 2019

Proceedings of the 2019 International Conference on Modeling, Analysis, Simulation Technologies and Applications (MASTA 2019)

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MOOC (Massive open online courses) is developing rapidly, but the pass rate of the course is very low. It is significant to study the characteristics of learners who have obtained certificates. This article analyzes the video and completion behavior of various learners. The results show that the learner who obtained the certificate did not watch enough videos, but often completed a lot of exercises. It means they have acquired knowledge from other sources. MOOC is only a means of consolidating knowledge. The results of this study can help us find the right application model for MOOC. At the same time, MOOC operators are also reminded to improve the MOOC model for more learners to accept.

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Effects of In-Video Quizzes on MOOC Lecture Viewing

Cited by 62 publications

References 10 publications

Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies

Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies

Characterizing Comment Types and Levels of Engagement in Video-Based Learning as a Basis for Adaptive Nudging

Learning Behavior Big Data Tells Us Which Students Can Get a MOOC Course Certificate in Chinese University MOOC

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