Using Android Wear for Avoiding Procrastination Behaviours in MOOCs

Romero, Cristóbal; Cerezo, Rebeca; Espino, Jose Antonio; Bermúdez, Manuel

doi:10.1145/2876034.2893412

Cited by 6 publications

(7 citation statements)

References 2 publications

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“…However, this study focuses on instructional design elements that may increase the attention span of learners who are already watching the online video lectures. Therefore, external mechanisms such as those suggested by Wandler and Imbriale (2017) and Romero et al, (2016), are beyond the scope of the current study.…”

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

“…Wandler and Imbriale (2017) propose that online instructors should promote the use of self-regulated learning strategies by students, including scaffolding time expectations, by dividing large assignments to sub assignments with several due dates. Romero, Cerezo, Espino, and Bermudez (2016) suggest using smartwatches for students to decrease procrastination behaviors in MOOCs. Specifically, Romero et al (2016) developed an An-droid wear-based application, which receives notifications from MOOCs and reminds students to complete their missions, in a similar manner to the tactics used for encouraging people to exercise.…”

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

“…Romero, Cerezo, Espino, and Bermudez (2016) suggest using smartwatches for students to decrease procrastination behaviors in MOOCs. Specifically, Romero et al (2016) developed an An-droid wear-based application, which receives notifications from MOOCs and reminds students to complete their missions, in a similar manner to the tactics used for encouraging people to exercise. However, this study focuses on instructional design elements that may increase the attention span of learners who are already watching the online video lectures.…”

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

See 2 more Smart Citations

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

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Aim/PurposeAs online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students' attention span. BackgroundInteractivity is perceived as increasing the attention span of learners and improving the quality of learning. However, interactivity may be regarded as an interruption, which distracts students. Furthermore, adding interactive elements to online video lectures requires additional investment of various resources. Therefore, it is important to investigate the impact of adding interactivity to online video lectures on the attention span of learners. Methodology This study employed a learning analytics approach, obtained data from Google Analytics, and analyzed data of two Massive Open Online Courses (MOOCs) that were developed by the Open University of Israel in order to make English for academic purposes (EAP) courses freely accessible. ContributionThe paper provides important insights, based on quantitative empirical research, on the following: integrating interactive elements in online videos; the impact of video length; and differences between two groups of advanced and basic learners. Furthermore, it demonstrates how learning analytics may be used for improving instructional design. Evaluating the Impact of Interactivity in Online Video Lectures 216 FindingsThe findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity. The impact is significantly stronger for the more advanced course. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for PractitionersAdding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for ResearchersLearning analytics is a powerful quantitative methodology for identifying ways to improve learning processes. Impact on Society Providing practical insights on mechanisms for increasing the attention span of learners is expected to improve social inclusion. Future ResearchDiscovering further best practices to improve the effectiveness of online video lectures for diverse learners.

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Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

Section: Theoretical Background and The Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

View full text Add to dashboard Cite

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“…x Chen et al [22] x Brady et al [16] x Huang et al [53] x Kizilcec et al [60] x Zheng et al [119] x Qiu et al [81] x Wang et al [106] x Romero et al [87] x Coetzee et al [23] x Davis et al [31] x Robal et al [84] x Thaker et al…”

Section: Rewardmentioning

confidence: 99%

Indicators for enhancing learners’ engagement in massive open online courses: A systematic review

Ogunyemi

Quaicoe

Bauters

2022

Computers and Education Open

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“…Previous studies have attempted a variety of interventions to improve students' ability to selfregulate during online learning experiences. These have included providing externally generated feedback using hypermedia [23], instructing self-regulated learning strategies to online learners [24], and providing interventions to prevent procrastination behaviour using Android Wear [25]. Relatively few studies, however, have attempted to utilise web-browser extensions in educational research.…”

Section: Self-regulated Learning Interventionsmentioning

confidence: 99%

Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning

Pogorskiy

Beckmann

Joksimovíc

et al. 2018

2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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Online learning and massive open online courses are widely used in engineering and technology education. Engineering next-generation learning requires overcoming the potential constraints of online learning environments which necessitate higher levels of self-regulation than traditional classroom settings. This particular requirement demands that learners allocate their cognitive, metacognitive, affective and motivational resources to meet this need. Lack of self-regulation can affect learners' engagement with the course content, resulting in sub-optimal learning outcomes or failure to complete the course. This paper reports on the design of a virtual learning assistant and its implementation in online learning activities. This paper outlines the virtual assistant's use as a data collection tool and, further, proposes that the virtual learning assistant has the potential to be used as an assessment tool for self-regulatory skills, and as an intervention tool to support online learners' selfregulation in online learning.

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Using Android Wear for Avoiding Procrastination Behaviours in MOOCs

Cited by 6 publications

References 2 publications

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Indicators for enhancing learners’ engagement in massive open online courses: A systematic review

Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning

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