Video Playback Speed Influence on Learning Effect From the Perspective of Personalized Adaptive Learning: A Study Based on Cognitive Load Theory

Mo, Chuan-Yu; Chen, YangQuan; Dai, Jian; Jin, Peiqi

doi:10.3389/fpsyg.2022.839982

Cited by 25 publications

(17 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Results show (see Table 3) that YouTube video is a popular source within the OER for students and more than 53% of students use it as a major source of OER materials. The primary reason people learn well via video is that the human brain processes video 60,000 times faster than it does text [15]. Around 20% mentioned, they preferred viewing online free books during their study, whilst the rest 27% mentioned they mainly bet on online free study materials to improve their understanding.…”

Section: Student's Habit Of Using Oer Materials For Studiesmentioning

confidence: 99%

Achieve Intended Learning Outcomes and Improving Digital Literacy Skills for Practical-Based Subjects Using Online Teaching via Propagation of OER Materials

Mok¹,

Sarkar²,

Ng³

et al. 2023

JTST

View full text Add to dashboard Cite

As professors are subjected to teaching their classes online due to the recent COVID-19, our local Hong Kong students find it difficult to consult their teachers, and ultimately would fail to achieve the intended learning outcomes, especially for practical-based subjects. In this research, students having online classes of a practical-based fabric design subject were encouraged to self-study from Open Educational Resource (OER) materials for a further and better understanding of their subject. Additionally, online materials were developed to improve students' understanding via skill of digital literacy. Their learning progress was evaluated and compared to the face-to-face version. The majority of students found online classes combined with self-studying OER materials, potentially be a substitute for face-to-face classes. Most of the students further opined different OER videos assisted them without any face-to-face instructions in practical works, to develop new fabric samples from the inspiration. Analysis of test results, and comparison of students' final grades with different learning modes, supported these phenomena.

show abstract

Section: Student's Habit Of Using Oer Materials For Studiesmentioning

confidence: 99%

Achieve Intended Learning Outcomes and Improving Digital Literacy Skills for Practical-Based Subjects Using Online Teaching via Propagation of OER Materials

Mok¹,

Sarkar²,

Ng³

et al. 2023

JTST

View full text Add to dashboard Cite

show abstract

“…Recent studies consistently show that playing educational videos at 1.25× resulted in better learning outcomes than when played at normal speed (Lang et al, 2020;Mo et al, 2022), and the benefits and drawbacks of other speeds (e.g., 0.75× and 1.75×) are worth further investigation in order to incorporate them into our weighting strategy.…”

Section: Playback Weighting Strategy For the Visualizationmentioning

confidence: 99%

Playback-centric visualizations of video usage using weighted interactions to guide where to watch in an educational context

et al. 2022

View full text Add to dashboard Cite

The steady increase in use of online educational tools and services has led to a large amount of educational video materials made available for students to watch. Finding the right video content is usually supported by the overarching learning management system and its user interface that organizes various video items by course, categories and weeks, and makes them searchable. However, once a wanted video is found, students are often left without further guidance as to what parts in that video they should focus on. In this article, an additional timeline visualization to augment the conventional playback timeline is introduced which employs a novel playback weighting strategy in which the history of different video interactions generate scores based on the context of each playback. This includes whether the playback started after jumping forward or backward in the video, whether the playback was at a faster or slower speed, and whether the playback window was in focus on the student's screen or was in the background. The resultant scores are presented on the additional timeline, making it in effect a playback-centric usage graph nuanced by how each playback was executed. Students are informed by this visualization on the playback by their peers and can selectively watch those portions which the contour of the usage visualization suggests. The visualization was implemented as a fully-fledged web application and deployed in an undergraduate course at a university for two full semesters. A total of 270 students used the system throughout both semesters watching 52 videos, guided by visualizations on what to watch. Analysis of playback logs revealed that students selectively watched portions in videos corresponding to the most important portions of the videos as assessed by the instructor who created the videos. The characteristics of this method as a way of guiding students as to where to watch as well as a complementary tool for playback analysis, are discussed. Further insights into the potential values of this visualization and its underlying playback weighting strategy are also discussed.

show abstract

“…In this study we assume that playing at 1.25× speed will gain the same as playing at 1× speed for student learning. Recent studies consistently show that playing educational videos at 1.25× resulted in better learning outcomes than when played at normal speed (Lang et al, 2020) (Mo et al, 2022), and the benefits and drawbacks of other speeds (e.g. 0.75× and 1.75×) are worth further investigation in order to incorporate them into our weighting strategy.…”

Section: Playback-centric Visualisations Of Video Usagementioning

confidence: 99%

Playback-centric visualisations of video usage using weighted interactions to guide where to watch in an educational context

Lee,

Liu,

Scriney

et al. 2022

Preprint

View full text Add to dashboard Cite

The steady increase in use of online educational tools and services has led to a large amount of educational video materials made available for students to watch. Finding the right video content is usually supported by the overarching learning management system and its user interface that organises various video items by course, categories and weeks, and makes them searchable. However, once a wanted video is found, students are often left without further guidance as to what parts in that video they should focus on.In this article, an additional timeline visualisation to augment the conventional playback timeline is introduced which employs a novel playback weighting strategy in which the history of different video interactions generate scores based on the context of each playback. This includes whether the playback started after jumping forward or backward in the video, whether the playback was at a faster or slower speed, and whether the playback window was in focus on the student's screen or was in the background. The resultant scores are presented on the additional timeline, making it in effect a playback-centric usage graph nuanced by how each playback was executed. Students are informed by this visualisation on the playback by their peers and can selectively watch those portions which the contour of the usage visualisation suggests.The visualisation was implemented as a fully-fledged web application and deployed in an undergraduate course at a university for two full semesters. A total of 270 students used the system throughout both semesters watching 52 videos, guided by visualisations on what to 1

show abstract

Video Playback Speed Influence on Learning Effect From the Perspective of Personalized Adaptive Learning: A Study Based on Cognitive Load Theory

Cited by 25 publications

References 59 publications

Achieve Intended Learning Outcomes and Improving Digital Literacy Skills for Practical-Based Subjects Using Online Teaching via Propagation of OER Materials

Achieve Intended Learning Outcomes and Improving Digital Literacy Skills for Practical-Based Subjects Using Online Teaching via Propagation of OER Materials

Playback-centric visualizations of video usage using weighted interactions to guide where to watch in an educational context

Playback-centric visualisations of video usage using weighted interactions to guide where to watch in an educational context

Contact Info

Product

Resources

About