Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom

2021 ◽  
Vol 65 ◽  
pp. 101966
Author(s):  
John Ranellucci ◽  
Kristy A. Robinson ◽  
Joshua M. Rosenberg ◽  
You-kyung Lee ◽  
Cary J. Roseth ◽  
...  
Keyword(s):  
Online Video ◽  
Video Lectures

scholarly journals Evaluating intelligent interfaces for post-editing automatic transcriptions of online video lectures

2014 ◽  
Vol 29 (1) ◽  
pp. 72-85 ◽  
Author(s):  
J.D. Valor Miró ◽  
R.N. Spencer ◽  
A. Pérez González de Martos ◽  
G. Garcés Díaz-Munío ◽  
C. Turró ◽  
...  
Keyword(s):  
Online Video ◽  
Intelligent Interfaces ◽  
Video Lectures

scholarly journals A Video Note Taking System to Make Online Video Learning Easier

2021 ◽  
Author(s):  
Haochen Han ◽  
Yu Sun
Keyword(s):  
Research And Development ◽  
Web Application ◽  
Qualitative Evaluation ◽  
Online Video ◽  
Note Taking ◽  
Video Lectures ◽  
Increase Productivity ◽  
The Subject ◽  
Way Of Knowing ◽  
The Web

Recent coronavirus lockdowns have had a significant impact on how students study. As states shut down schools, millions of students are now required to study at home with pre-recorded videos. This, however, proves challenging, as teachers have no way of knowing whether or not students are paying attention to the videos, and students may be easily distracted from important parts of the videos. Currently, there is virtually no research and development of applications revolving specifically around the subject of effectively taking digital notes from videos. This paper introduces the web application we developed for streamlined, video-focused auto-schematic note-taking. We applied our application to school-related video lectures and conducted a qualitative evaluation of the approach. The results show that the tools increase productivity when taking notes from a video, and are more effective and informational than conventional paper notes.

In-Class Versus Online Video Lectures

2011 ◽  
Vol 38 (4) ◽  
pp. 298-302 ◽  
Author(s):  
Scott A. Jensen
Keyword(s):  
Online Video ◽  
Class Versus ◽  
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 A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

10.28945/3875 ◽  
2017 ◽  
Vol 13 ◽  
pp. 215-228 ◽  
Author(s):  
Nitza Geri ◽  
Amir Winer ◽  
Beni Zaks
Keyword(s):  
Learning Analytics ◽  
Social Inclusion ◽  
English For Academic Purposes ◽  
Future Research ◽  
Online Video ◽  
Quantitative Methodology ◽  
Attention Span ◽  
Video Lectures ◽  
Before And After ◽  
The Impact

Aim/Purpose: As 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. Background: Interactivity 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. Contribution: The paper provides important insights, based on quantitative empirical research, on: 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. Findings: The 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. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for Practitioners: Adding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for Researchers: Learning 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 Research: Discovering further best practices to improve the effectiveness of online video lectures for diverse learners.

scholarly journals Impact of pairing an augmented reality demonstration with online video lectures… Does it improve students’ performance?

2021 ◽  
Vol 16 (4) ◽  
pp. 91
Author(s):  
Surendheran Kaliyaperumal ◽  
Mohd Helmy Abd Wahab ◽  
K. Martin Sagayam ◽  
Radzi Ambar ◽  
Hazwaj Mhd Poad
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Online Video ◽  
Video Lecture ◽  
Video Lectures ◽  
E Learning ◽  
Recent Trends ◽  
Institute Of Technology ◽  
The Impact ◽  
Paired T Test

Due to the increased shifts in recent technologies, the education sector has also started to reshape itself to face the future. Augmented Reality (AR) and Virtual Reality (VR) are among the few recent trends that drive this shift forward. This study was set to study the impact of pairing a video lecture course with an AR presentation. A class of multimedia students (N=33) from Vellore Institute of Technology, Vellore, India; underwent an experiment of watching a video lecture module and attending a quiz. The same class again went through a similar test where they had to watch video lectures, get to experience what they learned in Augmented Reality for 10minutes, and then appeared for the quiz. The paired t-test conducted on the two sets of scores obtained by the class indicates a statistically significant increase in the average final scores when AR experience is paired with the video lectures. The feedback from the students was also positive on the AR experience.   Keywords: Augmented reality, Education, e-learning, Video lectures

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