Identifying learning strategies associated with active use of video annotation software

Pardo, Abelardo; Mirriahi, Negin; Dawson, Shane; Zhao, Yu; An, Zhisheng; Gašević, Dragan

doi:10.1145/2723576.2723611

Cited by 33 publications

(28 citation statements)

References 22 publications

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“…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.…”

Section: Engagement With Course Videosmentioning

confidence: 99%

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

Mirriahi

Jovanović

Dawson

et al. 2018

AJET

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The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage with a set of prescribed videos and video annotations in a professional development course. The data was collected from two offerings of the course at a large research-intensive university in Australia. The data was used to identify patterns of activity and transition states as users engaged with the course videos and video annotations. Latent class analysis and hidden Markov models were used to characterise the evolution of engagement throughout the course. The results provide a detailed description of the evolution of learner engagement that can be readily translated into action aimed at increasing the quality of the learning experience.

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Section: Engagement With Course Videosmentioning

confidence: 99%

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

Mirriahi

Jovanović

Dawson

et al. 2018

AJET

Self Cite

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“…Video-based learning [27] is used in a wide spectrum of instructional settings, ranging from flipped classrooms [15], online learning and MOOCS [10,23] to informal learning using YouTube. 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].…”

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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“…Apart from being one of the factors supported by the Five Senses Model, learning engagement is also an important indicator of student success in general. As suggested in de Raadt et al (2005) and Pardo et al (2015), students engaged with the learning environment tend to have better performance in examinations.…”

Section: Revised Study Process Questionnairementioning

confidence: 67%

Evolving the Design of a Mobile Application to Support Transition to Tertiary Education

Zhao

Pardo

2017

Front. ICT

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Students' transition to tertiary education plays a critical role in their overall postsecondary experience. Even though educational institutions have designed and implemented various transition support programs, most of them still struggle to collect detailed information and provide tailored and timely support to students. With the high adoption rate of smart phones among university students, mobile applications can be used as a platform to provide personalized support throughout the transition, which has the potential to address the shortcomings of existing programs. Moreover, the use of mobile applications to support the transition to tertiary education can benefit from emerging techniques to design applications to support individuals through transition processes. In this paper, we present the design and development process of myUniMate, a mobile application that allows students to track and reflect on information from multiple aspects of their university lives. The paper describes the user-centered design approach used in the design, the implementation process, and how the initial version evolved based on our previous study. We conducted a 4-week field trial with first year university students to validate our design.Keywords: transition, mobile, tertiary education, user-centered design, transition to higher education inTrODUcTiOn For a significant percentage of the young population, being admitted into universities is one of the many milestones in their lives (Krause et al., 2005). However, this achievement comes with challenges, as starting tertiary education requires students to conduct considerable adjustments in many aspects of their lives. It is for this reason that the first year experience is considered of critical significance to students (McInnis et al., 1995(McInnis et al., , 2000. In Australia, over one quarter of students in higher education are considering deferring study or discontinuing (Krause et al., 2005), and approximately half of the students who failed to graduate from university withdraw in their first year (Australia Department of Education, Training and Youth Affairs, 2000). During the first semester, withdrawing from university is considered by one-third of first year students (McInnis et al., 1995(McInnis et al., , 2000, and events that occur in the first year also lead to withdrawals at second and third years (Tinto, 1995). The reason for withdrawal from university are diverse, however, there is a general agreement in the literature that it is the failure of adjustment to the university lifestyle or environmental factors that lead to the majority of withdrawals (Williams and Pepe, 1982;Tinto, 1995). The factors of first year students' withdrawal from university are summarized as (Tinto, 1995): -a lack of clearly defined goals on the part of the student, -a mismatch between the student and the course or university culture, and -a feeling of isolation. These results suggest that a successful integration of first year students should occur in both academic and social domains, as both a...

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Identifying learning strategies associated with active use of video annotation software

Cited by 33 publications

References 22 publications

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

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

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

Evolving the Design of a Mobile Application to Support Transition to Tertiary Education

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