Augmenting Video Lectures: Identifying Off-topic Concepts and Linking to Relevant Video Lecture Segments

2021 ◽  
Author(s):  
Krishnendu Ghosh ◽  
Sharmila Reddy Nangi ◽  
Yashasvi Kanchugantla ◽  
Pavan Gopal Rayapati ◽  
Plaban Kumar Bhowmick ◽  
...  
Keyword(s):  
Video Lecture ◽  
Video Lectures

scholarly journals Video lecture as an example of digital technologies implementation in the educational process of the university

2021 ◽  
pp. 116-123
Author(s):  
Elizaveta V. Variyasova ◽  
Elena A. Ivanova ◽  
Vera V. Karnyushina
Keyword(s):  
Digital Technologies ◽  
Popular Science ◽  
Educational Process ◽  
Professional Orientation ◽  
Video Lecture ◽  
Video Lectures ◽  
Training Format ◽  
The University ◽  
Media Formats ◽  
Active Interaction

The active development of digital technologies has had a significant impact on the educational process. Higher education institutions en masse switch to distance learning courses, vlogs, video hosting, popular science educational platforms. All of these platforms provide lectures in various branches of knowledge, regardless the curriculum, level of education, or even professional orientation. The development of modern media formats implies the possibility of active interaction with content. Can the format of video lecture meet these requirements? Or does the content consumer remain passive and cant influence anything? How long will such training format exist, and what are its prospects? In such rapidly changing conditions of life, the skills of flexibility and adaptation are applied to the educational process and teaching formats likewise. To improve the efficiency of work, everyone, including teachers, lecturers and students, needs to quickly adjust and adapt. The authors of the article attempted to explore the popularity and effectiveness of video lectures, identify the problems related to this form of teaching, and offer some possible solutions to create an educational model of online interaction that would promote the development of communication and learning skills.

scholarly journals Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

2020 ◽  
Vol 10 (3) ◽  
pp. 51
Author(s):  
DongMin Jang ◽  
IlHo Yang ◽  
SeoungUn Kim
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Peak Velocity ◽  
Eye Gaze ◽  
Sampling Rate ◽  
Maximum Amplitude ◽  
Mind Wandering ◽  
Video Lecture ◽  
Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

scholarly journals The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom

10.28945/4131 ◽  
2018 ◽  
Vol 17 ◽  
pp. 471-484 ◽  
Author(s):  
Mik Fanguy ◽  
Jamie Costley ◽  
Christopher Lange ◽  
Matthew Baldwin ◽  
Seunglock Han
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Future Research ◽  
Valuable Insight ◽  
Video Lecture ◽  
Conflicting Information ◽  
Video Lectures ◽  
E Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments.

scholarly journals Preferences in relation to Video Lecture Styles: A Survey with Students and Teachers of Distance Education Technical Courses of the Open Technical School of Brazil

RENOTE ◽  
2018 ◽  
Vol 16 (1) ◽  
Author(s):  
Solange Fávero de Lima Medeiros ◽  
Luciano Tadeu Esteves Pansanato
Keyword(s):  
Distance Education ◽  
Training Program ◽  
Average Duration ◽  
The Internet ◽  
Technical School ◽  
Video Lecture ◽  
The Past ◽  
Video Lectures

The use of video lectures has increased considerably in the past years. The interest of students and teachers has grown in part because of several initiatives that provide access to video lectures through the Internet. This paper presents a survey with students and teachers of distance education technical courses of the Open Technical School of Brazil. The questionnaires were different for students and teachers and contained questions about preferences regarding video lecture styles and average duration of video lectures, questions to identify the agreement level regarding some statements about video lectures and, only for teachers, questions regarding video lecture production. The results suggest some directions for planning a training program for teachers on production of video lectures.

scholarly journals The positivity principle: do positive instructors improve learning from video lectures?

2021 ◽  
Author(s):  
Alyssa P. Lawson ◽  
Richard E. Mayer ◽  
Nicoletta Adamo-Villani ◽  
Bedrich Benes ◽  
Xingyu Lei ◽  
...  
Keyword(s):  
Positive Emotions ◽  
Eye Gaze ◽  
Negative Emotions ◽  
Body Movement ◽  
Instructional Video ◽  
Test Experiment ◽  
Video Lecture ◽  
Video Lectures ◽  
Short Video ◽  
E Learning

AbstractThe positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived.

scholarly journals HOW TO PRODUCE VIDEO LECTURES TO ENGAGE STUDENTS AND DELIVER THE MAXIMUM AMOUNT OF INFORMATION

2016 ◽  
Vol 2 ◽  
pp. 503 ◽  
Author(s):  
Linda Alksne
Keyword(s):  
Maximum Amount ◽  
Amount Of Information ◽  
Video Lecture ◽  
Video Lectures ◽  
Modern Learning ◽  
Instruction Quality

This paper is dedicated to the analysis of literature about video lectures and finding out the conditions and rules for planning and delivering a good video lecture for modern learning. Different publications and materials on the design and delivery experience of video lectures in learning situations have been analysed. The presented set of the design and delivery experience data of video lectures could be used to create more efficient methods of improving the instruction quality of video lectures.

scholarly journals Replay-peak attention chart: A performance measure for improving online video lecture design

2020 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Nitza Geri ◽  
Orna Kopolovich ◽  
Amir Winer
Keyword(s):  
Operations Management ◽  
Design Science ◽  
Performance Measure ◽  
Future Research ◽  
Limited Attention ◽  
Online Video ◽  
Proof Of Concept ◽  
Statistical Process ◽  
Video Lecture ◽  
Video Lectures

The ability to replay selected video segments is a major advantage of online video lectures. Replay is a learning instance that reflects active engagement. This paper develops the ‘replay-peak attention chart’ as a new performance measure of learner’s attention, based on the control chart concept, which is used for Statistical Process Control (SPC) in operations management. This study follows the design science research paradigm and employs a mixed methods methodology, combining quantitative learning analytics with qualitative analysis of notable segment replay instances by viewers of online video lectures. An analysis of a successful Massive Open Online Course (MOOC), titled “Negotiation Management” provides a proof-of-concept for the replay-peak attention chart, as a visual heuristic tool for identifying notable learning instances. The MOOC includes Educational Entertainment (edutainment) in the form of negotiation simulations which are presented as sitcoms, and are meant to increase learner engagement. From an attention economy perspective, the replay-peak attention chart may help instructors and designers to focus their limited attention resources on segments of online video lecture sessions that may require pedagogical interventions. This paper critically discusses the replay-peak attention chart conceptualization and its initial proof-of-concept. It suggests future research directions for substantiating the replay-peak attention chart, and investigating the effect of edutainment on online learning. The replay-peak attention chart is a dynamic descriptive performance measure, which has a promising potential to improve the design of effective online video lectures as an e-learning resource.

scholarly journals Varieties of Video Lectures

2021 ◽  
Vol 24 (1) ◽  
pp. 116-156
Author(s):  
Феликс Освальдович Каспаринский
Keyword(s):  
Video Recording ◽  
Video Camera ◽  
Full Time ◽  
Distance Teaching ◽  
Labor Costs ◽  
Video Lecture ◽  
Video Lectures ◽  
Standard Profile ◽  
Visual Materials ◽  
Basic Version

The article is devoted to the typology of the main variants of video lectures (https://vimeo.com/showcase/6184718), which differ in didactic value and laboriousness of creation. For each option of video lectures, the key conditions for effective formation and use are determined. Particular attention is paid to the optimization of hardware for the creation of various options for video lectures in full-time and distance learning. As a basic option, a video recording of a PowerPoint presentation with speech and graphic comments on the slides is considered. The screen (electronic board) videorecording on the left with the lecturer in profile, named ad standard profile version, is recommended for use when there is a shortage of space in the classroom. In the presence of a video camera with optics that ensure the preservation of the detail of images of visual materials, the preferred option for video lecture is a standard frontal one, filmed from the far end of the audience. Didactically optimized editing of video lectures allows you to combine high-quality recording of visual materials of the basic version with mediocre video recordings of the teacher's actions. Integrative versions of video lectures are created by overlaying the video recording of the teacher's actions over a specially designated invariant place in the design of the slides of the basic version of the video lecture. The options for adapting the design of PowerPoint presentations to form a basic and integrative version of video lectures are proposed. The highest ratio of "didactic quality / labor costs" is achieved when creating integrative video lectures directly in the process of face-to-face and distance teaching.

Academic video lectures over named data networking

2020 ◽  
Vol 48 (4) ◽  
pp. 165-177
Author(s):  
Dimitris Kanellopoulos
Keyword(s):  
Large Scale ◽  
Future Internet ◽  
Security And Privacy ◽  
Named Data Networking ◽  
Future Internet Architecture ◽  
Content Type ◽  
Video Lecture ◽  
Video Lectures ◽  
Key Issues ◽  
Data Networking

Purpose Information-centric networking (ICN) is an innovative paradigm for the future internet architecture. This paper aims to provide a view on how academic video lectures can exploit the ICN paradigm. It discusses the design of academic video lectures over named data networking (NDN) (an ICN architecture) and speculates their future development. To the best of author’s knowledge, a similar study has not been presented. Design/methodology/approach The paper is a visionary essay that introduces the background, elaborates the basic concepts and presents the author’s views and insights into academic video lectures that exploit the latest development of NDN approach and its applications. Findings The ICN paradigm is closely related to the levels of automation and large-scale uptake of multimedia applications that provide video lectures. Academic video lectures over NDN have: improved efficiency, better scalability with respect to information/bandwidth demand and better robustness in challenging communication scenarios. A framework of academic video lectures over NDN must take into account various key issues such as naming (name resolution), optimized routing, resource control, congestion control, security and privacy. The size of the network in which academic video lectures are distributed, the content location dynamics and the popularity of the stored video lectures will determine which routing scheme must be selected. If semantic information is included into academic video lectures, the network dynamically may assist video (streaming) lecture service by permitting the network to locate the proper version of the requested video lecture that can be better delivered to e-learners and/or select the appropriate network paths. Practical implications The paper helps researchers already working on video lectures in finding a direction for designing and deploying platforms that will provide content-centric academic video lectures. Originality/value The paper pioneers the investigation of academic video lecture distribution in ICN and presents an in-depth view to its potentials and research trends.

scholarly journals Prosodic Means of Speech Influence Realization: Auditory Analysis

2017 ◽  
Vol 4 (1) ◽  
pp. 225-233
Author(s):  
Марта Томахів
Keyword(s):  
Science Communication ◽  
Online Courses ◽  
Scientific Methods ◽  
Video Lecture ◽  
Video Lectures ◽  
Analysis Methods ◽  
Auditory Analysis ◽  
Scholarly Discourse ◽  
Experimental Phonetics

The article offers the results of the experimental phonetics research on the role of intonation in speech influence realization in the video lecture as a main massive open online courses material. This methodology is elaborated according to the proven techniques in contemporary phonetics and combines the use of auditory analysis, methods of quantitative data and linguistic analysis, methods of semantic differential and questionnaire. The goal of the experiment was to prove the hypothesis about the role of prosodic organization and components of the tutors’ intonation in video lectures in better supporting students’ attention, capturing the interest to the subject, facilitating understanding, which help in realization of speech influence in scholarly discourse, thus making the communication and learning more efficient, productive and successful. As a result of the experiment, the intonation parameters used in the video lecture and contributory for students’ perception have been established. The paper gives brief insights into such notions as speech influence, scholarly discourse and an e-lecture as a genre of modern scholarly discourse. References Антошинцева М. А. Механизмы адаптации жанра научно-учебной лекции кэлектронной сфере коммуникации. [Електронний ресурс]. Режим доступу:www.cyberleninka.ru/article/n/mehanizmy-adaptatsii-zhanra-nauchno-uchebnoy-lektsiik-elektronnoy-sfere-kommunikatsiiAntoshyntseva, M. A. Mekhanizmy adaptatsii zhanra nauchno-uchebnoy lektsii kelektronnoy sfere kommunikatsii. [Mechanisms of scientific and academic discoursegenre adaptation to the electronic domain of communication]. Retrieved from:www.cyberleninka.ru/article/n/mehanizmy-adaptatsii-zhanra-nauchno-uchebnoy-lektsiik-elektronnoy-sfere-kommunikatsii Валігура О. Р. Фонетична інтерференція в англійському мовленні білінгвів:монографія. Тернопіль: Підручники і посібники, 2008.Valihura, O. R. (2008). Fonetychna Interferentsiia v Anhliiskomu Movlennia Bilinhviv.[Phonetical Interference in the English Speech of the Bilinguals]. Ternopil: Pidruchnykyi Posibnyky. Калита А. А. Энергетика речи: монография. К.: Кафедра, 2016.Kalyta, A. A. (2016). Energetika Rechi [Speech Energetics]. Kyiv: Kafedra. Калита А. А. Актуалізація емоційно-прагматичного потенціалу висловлення:монографія. Тернопіль: Підручники і посібники, 2007.Kalyta, A. A. (2007). Aktualizatsia Emotsiino-Prahmatychnoho Potentsialu Vyslovlennia.[Emotional and Pragmatic Potential of the Utterance Actualization]. Ternopil:Pidruchnyky i Posibnyky. Каспаринський О. Ф., Полянская Е. И. Видеолекция как жанр. [Електроннийресурс]. Режим доступу: https://istina.msu.ru/media/publications/articles/ 8e9/82a/3559014/29LINK_FOK13v07.pdfKasparinskyi, O. F., Polianskaia, E. I. Videolektsiia kak Zhanr. [Videolecture as aGenre]. Retrieved from: https://istina.msu.ru/media/publications/articles/8e9/т82a/3559014/29LINK_FOK13v07.pdf. Osgood, C. E., Suci, G. C. and Tannenbaum, P. H. (1957). The Measurement ofMeaning. Urbana, IL : University of Illinois Press. Падалка О. В. Просодика комунікативного членування промов сучаснихполітичних діячів Німеччини (експериментально-фонетичне дослідження):дисертація кандидата філологічних наук: 10.02.04 / Ольга Володимирівна Падалка.Київ: КНЛУ, 2015.Padalka, O. V. (2015). Prosodyka Komunikatyvnoho Chlenuvannia Promov SuchasnykhPolitychnukh Diiachiv Nimechchyny (Eksperymentalno-Fonetychne Doslidzhennia).Ph.D. dissertation [Prosody of the Communicative Segmentation of Speech ofContemporary German Politicians (Experimental Phonetics Research)]. Kyiv: KyivNational Linguistic University. Peer, W. Van, Hakemulder, F., Syngier, S. (2012). Scientific Methods for theHumanities. (Linguistic Approaches to Literature). Amsterdam: John Benjamins. Рубчак О. Б. Просодична організація англомовних інтерв’ю (експериментальнофонетичне дослідження): Дис. ... канд. філол. наук: 10.02.04. Київ: КНЛУ, 2015.Rubchak, O. B. (2015). Prosodychna Organizatsiia Anhlomovnykh Interviu(Eksperymentalno-Fonetychne Doslidzhennia). Ph.D. dissertation [Prosodic Structure ofthe English Interviews (Experimental Phonetics Research)]. Kyiv: Kyiv NationalLinguistic University. Седов К. Ф. Нейропсихолингвистика. Москва: Лабиринт, 2007.Sedov, K. F. (2007). Neiropsikholingvistika. [Neuropsycholinguistics]. Moscow:Labirint. Селіванова О. О. Мовленнєвий вплив у комунікативній взаємодії //Психолінгвістика. 2012. № 10. С. 223–229.Selivanova, O. (2012). Movlennievyi Vplyv u Komunikatyvnii Vzaiemodii.Psykholinhvistyka, 10, 223–229. Demetriadis, S., Pombortsis, A. E-Lectures for Flexible Learning: a Study on theirLearning Efficiency. Retrieved from: http://www.ifets.info/journals/10_2/13.pdf Tomakhiv, M. (2016). E-Lecture as a new genre of scholarly discourse. Science andEducation a New Dimension. Philology, IV (23), 100, 80–83. Trench Brian. Internet − turning science communication inside‐out? Retrieved from:http://doras.dcu.ie/14807/1/internet_science_communication.pdf

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