Lecture capture with real-time rearrangement of visual elements: impact on student performance

2015 ◽  
Vol 31 (6) ◽  
pp. 655-670 ◽  
Author(s):  
P.-T. Yu ◽  
B.-Y. Wang ◽  
M.-H. Su
Keyword(s):  
Real Time ◽  
Student Performance ◽  
Lecture Capture ◽  
Visual Elements

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

THE IMPACT OF LECTURE CAPTURE ON STUDENT PERFORMANCE IN ECONOMICS COURSES

2014 ◽  
Vol 14 (3) ◽  
pp. 83-92
Author(s):  
Neil Terry ◽  
Neil Meredith ◽  
Kyle Williams ◽  
Duane Rosa
Keyword(s):  
Student Performance ◽  
Lecture Capture ◽  
Economics Courses ◽  
The Impact

Real-Time Cognitive-State Neuroimaging in Applied Education

2018 ◽  
Vol 62 (1) ◽  
pp. 1157-1161
Author(s):  
Jarnet Han Wazny ◽  
Dan Nathan-Roberts
Keyword(s):  
Real Time ◽  
Student Performance ◽  
Near Infrared ◽  
Cognitive State ◽  
Portable Devices ◽  
Functional Near Infrared Spectroscopy ◽  
Optimal Learning ◽  
Learning Assessments ◽  
Applied Education ◽  
A Current

The combination of advances in cognitive neuroscience & the development of powerful, yet portable, devices are enabling real-time assessments in education. Electroencephalography (EEG) & functional near-infrared spectroscopy (fNIRS) are two such neuroimaging tools being explored during instruction, with a current focus on student attention, engagement, & cognitive load. Neural synchrony has been linked with successful knowledge transfer, social interaction quality, engagement level, & shared attention. These studies, along with ergonomic considerations, are the focus of this literature review. Real-time learning assessments can optimize both teacher & student performance & satisfaction. A tailored instruction has the potential to create optimal learning experiences & more-proactively address learning difficulties.

scholarly journals IMPLEMENTATION OF GOOGLE APPS AND MIT APP INVENTOR ON ANDROID BASED REAL TIME ATTENDANCE REPORT APPLICATION

2019 ◽  
Vol 7 (1) ◽  
pp. 1737-1748
Author(s):  
Oktoverano Hendrik Lengkong
Keyword(s):  
Real Time ◽  
Student Performance ◽  
Data Storage ◽  
System Development ◽  
Educational Institution ◽  
Student Attendance ◽  
Report Data ◽  
App Inventor ◽  
Mit App Inventor ◽  
Google Apps

Attendance in educational institutions is an important thing that is always a common concern, attendance is used to measure student performance or seriousness in taking education. Klabat University as an Educational institution, in this case at the Faculty of Computer Science. Trying to manage attendance as well as possible to get information that is fast, precise and accurate. with this information about attendance, this institution can find out what things need to be improved and what things should be limited, or what decisions must be made for student success, which are related to attendance. The need for attendance reports at the Computer Faculty of Klabat University is urgently needed. Currently attendance report are still using paper, and the process for creating the report are by manual input one by one for generating the report. This research will create an application that runs on the Android operating system and this application will later be accessed with an Android-based smartphone with a student ID card barcode scan feature, as a marker of student attendance, so the report can be generated automatically into the system. The research model or method used is the Prototyping method. Prototyping design models are made faster so that the time needed for system development is shorter. This characteristic is very suitable with the needs of the existing system that only requires a short time in its development. The tools that will be used by researcher are MIT App Inventor to build an Android applications. For the purposes of real time reports of student attendance, researcher will use Google apps as a data storage facility and as a means for generating reports. The results of this study are expected to create an android-based mobile application that in real time can send student attendance data that can be accessed directly anytime and anywhere in the form of attendance report data. For future development, researcher may suggest to use other method than barcode scanning. RFID or NFC tag supported for student ID Card can be use for attendance check. 

Student Performance and Perceptions of Business Courses Delivered Using Lecture Capture

2013 ◽  
pp. 77-88
Author(s):  
Patrick Moskal ◽  
Patricia Euzent ◽  
Patsy D. Moskal ◽  
Thomas Martin
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Video Instruction ◽  
Lecture Capture ◽  
Business Courses ◽  
Face To Face ◽  
Internet Connection ◽  
Significant Difference

This research compared student performance and withdrawal rates in undergraduate business courses taught using lecture capture and face-to-face. Student perceptions of lecture capture are also described. Lecture capture refers to storing videos of live course lectures, which students may view at their convenience from anywhere with an Internet connection. Results indicate no significant difference in student performance between the lecture capture and face-to-face conditions. Withdrawal rates also were similar, although freshman and sophomores had higher withdrawal rates in lecture capture than in face-to-face. Student perceptions of lecture capture were quite positive. Students were satisfied with the video instruction they received, they liked having more control over their learning, they liked the convenience that lecture capture provided, and about 70% said they would take another course that used lecture capture. However, the majority of students did not feel that lecture capture enhanced their performance or their interest in the course.

scholarly journals Genie: An interactive real-time simulation for teaching genetic drift

2018 ◽  
Author(s):  
Andreina I. Castillo ◽  
Ben H. Roos ◽  
Michael S. Rosenberg ◽  
Reed A. Cartwright ◽  
Melissa A. Wilson Sayres
Keyword(s):  
Real Time ◽  
Student Performance ◽  
Adaptive Evolution ◽  
Genetic Drift ◽  
Student Development ◽  
Evolutionary Mechanisms ◽  
Before And After ◽  
Teachers And Students ◽  
Evolutionary Concepts ◽  
The Difference

AbstractBackgroundOne of the most challenging topics for students in Evolution courses is that of non-adaptive evolution, particularly genetic drift. Novel teaching techniques and software have been implemented to facilitate student understanding of this and other evolution related topics; nonetheless, some of them still present certain disadvantages. Here we introduce Genie, a web-based application designed to demonstrate population genetics and evolutionary concepts.ResultsWe used Genie as a tool to teach 203 students taking Arizona State University’s Evolution course. Students freely used Genie during recitation session after having learned about genetic drift and other mechanism of non-adaptive evolution during lectures. Student performance and comprehension of genetic drift, and other evolutionary concepts, was tested with the Genetic Drift Inventory before and after using Genie. We found that Genie was an efficient tool for teaching genetic drift, mutation, the effects of barrier formation, and gene flow, across a variety of student demographics. Specifically, we found that with our implementation of Genie, students had significantly improved understanding of concepts such as: changes in alleles frequencies due to genetic drift and the difference between adaptive and non-adaptive evolutionary mechanisms.ConclusionsWe believe that the easy usage, creativity, and real-time nature of Genie makes it an accessible tool for both teachers and students learning non-adaptive evolution, as well as a means for student development of creative and critical thinking. Genie is freely available (https://cartwrig.ht/apps/genie/) and can be easily accessed across different operating systems.

scholarly journals The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction

2013 ◽  
Vol 43 (3) ◽  
pp. 78-91
Author(s):  
Anthony Francescucci ◽  
Mary Foster
Keyword(s):  
Student Engagement ◽  
Treatment Group ◽  
Real Time ◽  
Student Performance ◽  
Control Group ◽  
Treatment Groups ◽  
Course Offerings ◽  
The Impact ◽  
Blended Course ◽  
Virtual Interactive

Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups. This study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led (VIRI) classroom, on student engagement, performance, and satisfaction. We use an experimental design with both a control group and a treatment group. Up to 90 students in a large urban university are randomly assigned by the registrar into two sections of an introductory marketing course. Using a pre- and post-semester questionnaire, the study measures student engagement, performance, and satisfaction. There are no statistical differences in student performance between the control and treatment groups. The only student engagement factor with a statistically significant difference between groups is student interest in their courses. Compared with the control group, the treatment group appears to be more interested (+10%) in their courses at the end of the semester. Finally, fewer than 2 in 10 students express dissatisfaction with their participation in a VIRI course. Blended course offerings are increasing in importance in marketing and business education. The study provides guidance for fine-tuning the features of those course offerings by demonstrating how a VIRI classroom leverages the capabilities of technology without compromising learning outcomes.  

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