Effects of sustained attention and video lecture types on learning performances

Kokoç, Mehmet; IIgaz, Hale; Altun, Arif

doi:10.1007/s11423-020-09829-7

Cited by 51 publications

(46 citation statements)

References 45 publications

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“…Mayer [15] and Pi et al [18] argued that the inclusion of an instructor's image would not have a strong impact on learning. On the other hand, Kokoc et al [10] found that picture-in-picture video lectures with the instructor's image yield improved performance. To minimize distraction, our environment continues not to show the instructor's image.…”

Section: User Study 2 Results (Students)mentioning

confidence: 99%

ITSS: Interactive Web-Based Authoring and Playback Integrated Environment for Programming Tutorials

Ouh,

Gan,

2022

Preprint

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Video-based programming tutorials are a popular form of tutorial used by authors to guide learners to code. Still, the interactivity of these videos is limited primarily to control video flow. There are existing works with increased interactivity that are shown to improve the learning experience. Still, these solutions require setting up a custom recording environment and are not well-integrated with the playback environment. This paper describes our integrated ITSS environment and evaluates the ease of authoring and playback of our interactive programming tutorials. Our environment is designed to run within the browser sandbox and is less intrusive to record interactivity actions. We develop a recording approach that tracks the author's interactivity actions (e.g., typing code, highlighting words, scrolling panels) on the browser and stored in text and audio formats. We replay these actions using the recorded artefacts for learners to have a more interactive, integrated and realistic playback of the author's actions instead of watching video frames. Our design goals are 1) efficient recording and playback, 2) extensible interactivity features to help students learn better, and 3) a scalable web-based environment. Our first user study of 20 participants who carry out the author tasks agree that it is efficient and easy to author interactive videos in our environment with no additional software needed. Our second user study of 84 students using the environment agrees that the increased interactivity can help them learn better over a video-based tutorial. Our performance test shows that the environment can scale to support up to 500 concurrent users. We hope our open-source environment enable more educators to create interactive programming tutorials. CCS CONCEPTS• Software and its engineering → Integrated and visual development environments; • Human-centered computing → Web-based interaction; • Applied computing → Interactive learning environments; • Social and professional topics → Computer science education.

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Section: User Study 2 Results (Students)mentioning

confidence: 99%

ITSS: Interactive Web-Based Authoring and Playback Integrated Environment for Programming Tutorials

Ouh,

Gan,

2022

Preprint

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“…Their studies made an important contribution to instructional design to define key design principles for video production in the context of video learning at scale. In the past few years, as video use has continued to provide a main method for instruction, there have been wide explorations (Giannakos, 2013) of video length (Guo et al, 2014;Luo et al, 2018), speaking speeds of lecturers (Lemay & Doleck, 2020), segmentation of video lectures (Kay, 2012), variations in instructor audio streams (Kim et al, 2014), and video lecture types, such as voiceover presentations, lecture captures, picture-in-picture style, and Khan style (Chen & Wu, 2015;Hansch et al, 2015;Ilioudi et al, 2013;Kokoç et al, 2020;Sadik, 2016). Other studies have compared hand-drawn versus narration-over-PowerPoint (Chen & Thomas, 2020) or looked at screencast video lectures Swarts, 2012).…”

Section: Using Learning Analytics To Understand Video-based Learningmentioning

confidence: 99%

Video Features, Engagement, and Patterns of Collective Attention Allocation

2022

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Network analytics has the potential to examine new behaviour patterns that are often hidden by the complexity of online interactions. One of the varied network analytics approaches and methods, the model of collective attention, takes an ecological system perspective to exploring the dynamic process of participation patterns in online and flexible learning environments. This study selected “Fundamentals of C++ programming (Spring 2019)” on XuetangX as an example through which to observe the allocation patterns of attention within MOOC videos, as well as how video features and engagement correlate with the accumulation, circulation, and dissipation pattern of collective attention. The results showed that the types of instructions in videos predicted attention allocation patterns, but they did not predict the engagement of video watching. Instead, the length and whether the full screen was used in the videos had a strong impact on engagement. Learners were more likely to reach a high level of engagement in video watching when their attention had been circulated around the videos. The results imply that understanding the patterns and dynamics of attention flow and how learners engage with videos will allow us to design cost-effective learning resources to prevent learners from becoming overloaded.

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“…Eye tracking technology could be used to uncover the cognitive processes involved in different designs of narrated slideshow. Eye tracking technology is a useful tool for measuring cognitive processes in research (Alemdag & Cagiltay, 2018 ; Liao et al, 2020 ; Lin et al, 2015 ) by enabling researchers to detect the allocation of attention (e.g., Hsu et al, 2019 ; Kokoc et al, 2020 ).…”

Section: Suggestions For Future Studiesmentioning

confidence: 99%

A new application of the temporal contiguity effect in designing narrated slideshows

Liu

Lin

Paas

2022

Education Tech Research Dev

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We investigated whether the temporal contiguity effect, which holds that information sources, such as visual information and narration need to be temporally coordinated for learning to be effective, can also be found in narrated slideshows. A concurrent presentation-key point format (CPK), in which visual information sequentially appeared as key points on the slide with corresponding narration, was compared to a concurrent presentation-whole format (CPW), in which visual information was shown all at once on the slide with corresponding narration, and a sequential presentation format (SP), in which the narration was played first before all the corresponding visual information was presented at once. Ninety-nine undergraduates were randomly divided across the CPK, CPW and SP conditions. Results revealed that participants in the CPK group had higher post-test performance and learning efficiency than participants in the CPW and SP conditions. Performance in the CPW condition was higher than in the SP conditions, but only in terms of learning efficiency. The results suggested that the occurrence of the temporal contiguity effect not only depends on whether the presentation of narration and visual information in narrated slideshows is concurrent or not, but also on how concurrent it is.

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Effects of sustained attention and video lecture types on learning performances

Cited by 51 publications

References 45 publications

ITSS: Interactive Web-Based Authoring and Playback Integrated Environment for Programming Tutorials

ITSS: Interactive Web-Based Authoring and Playback Integrated Environment for Programming Tutorials

Video Features, Engagement, and Patterns of Collective Attention Allocation

A new application of the temporal contiguity effect in designing narrated slideshows

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