A taxonomy of video lecture styles

Many educational organizations are employing instructional video in their pedagogy, but there is limited understanding of the possible presentation styles. In practice, the presentation style of video lectures ranges from a direct recording of classroom teaching with a stationary camera and screencasts with voice-over, up to highly elaborate video post-production. Previous work evaluated the effectiveness of several presentation styles, but there has not been any consistent taxonomy, which would have made comparisons and meta-analyses possible. In this article, we surveyed the research literature and we examined contemporary video-based courses, which have been produced by diverse educational organizations and teachers across various academic disciplines. We organized video lectures in two dimensions according to the level of human presence and according to the type of instructional media. In addition to organizing existing video lectures in a comprehensive way, the proposed taxonomy offers a design space that facilitates the choice of a suitable presentation style, as well as the preparation of new ones.Comment: 14 pages, 5 figure

The instructor presence effect and its moderators in instructional video: a series of meta-analyses

Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast, the Cognitive-Affective-Social Theory of Learning in digital Environments outlines how social cues not only enhance social, emotional, and motivational processes, but they also potentially promote learning outcomes. We conducted a series of meta-analyses to explore the effects of instructor presence in instructional videos on retention, transfer, social presence, motivation, cognitive load, affect, and visual dwell time. The meta-analyses include 35 studies, which contained 46 pair-wise comparisons and 6339 participants. Results revealed a small, statistically significant positive effect of including a visual instructor on retention outcomes, but no significant effect on transfer performance. A visible instructor also significantly enhanced social presence, affective, and motivational ratings. Furthermore, we found that a visible instructor significantly reduced dwell time on relevant visual material but also reduced subjective perception of extraneous cognitive load. Significant moderator effects could be found regarding prior knowledge, the instructional domain as well as the size of the instructor

Wandering eyes: Eye movements during mind wandering in video lectures

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154300/1/acp3632_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154300/2/acp3632.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154300/3/acp3632-sup-0001-Suppinfo.pd

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

ENHANCING THE MOTIVATION AND LEARNING PERFORMANCE IN AN ONLINE CLASSROOM WITH THE USE OF NEUROMARKETING

In recent years, the newly emerging discipline of neuromarketing, which employs brain (emotions and behaviour) research in an organisational context, has grown in prominence in academic and practice literature. With the increasing growth of online teaching, COVID-19 left no option for higher education institutions to go online. As a result, students who attend an online course are more prone to lose focus and attention, resulting in poor academic performance. Therefore, the primary purpose of this study is to observe the learner's behaviour while making use of an online learning platform. This study presents neuromarketing to enhance students' learning performance and motivation in an online classroom. Using a web camera, we used facial coding and eye-tracking techniques to study students' attention, motivation, and interest in an online classroom. In collaboration with Oxford Business College's marketing team, the Institute for Neuromarketing distributed video links via email, a student representative from Oxford Business College, the WhatsApp group, and a newsletter developed explicitly for that purpose to 297 students over the course of five days. To ensure the research was both realistic and feasible, the instructors in the videos were different, and students were randomly allocated to one video link lasting 90 seconds (n=142) and a second one lasting 10 minutes (n=155). An online platform for self-service called Tobii Sticky was used to measure facial coding and eye-tracking. During the 90-second online lecture, participants' gaze behaviour was tracked overtime to gather data on their attention distribution, and emotions were evaluated using facial coding. In contrast, the 10-minute film looked at emotional involvement. The findings show that students lose their listening focus when no supporting visual material or virtual board is used, even during a brief presentation. Furthermore, when they are exposed to a single shareable piece of content for longer than 5.24 minutes, their motivation and mood decline; however, when new shareable material or a class activity is introduced, their motivation and mood rise. JEL: I20; I21 Article visualizations

USING PRAISE TO INCREASE VISUAL ATTENDING IN AN ASYNCHRONOUS ONLINE LEARNING ENVIRONMENT: AN EYE TRACKING STUDY

With the emergence of online courses in the mid-1990s, the number of students enrolled in online courses has been growing at an exponential rate (Schwirzke, Vashaw, & Watson, 2018). This trend brings with it new problems, such as familiarity with evidence-supported behavioral techniques that will maintain student engagement and improve likelihood of academic success in online learning environments. The purpose of the present study was to examine how the use of praise may affect visual engagement with video lectures with the assistance of commercially available eye tracking technology. A secondary objective of the study was to identify how praise affects performance on post-lecture knowledge assessments of information delivered through online videos. Results indicated that three out of four undergraduate participants were visually engaged with the video lecture more when provided praise than in the absence of praise, while the fourth participant showed ceiling effects. Results also indicated that praise did not have a significant effect on post-lecture knowledge assessment accuracy. These results indicate that praise may have utility in improving visual engagement in online learning environments and that inexpensive eye tracking technology may be useful for measuring visual engagement in these environments

USING CONTINGENT PRAISE TO INCREASE VISUAL ENGAGEMENT IN AN ASYNCHRONOUS ONLINE LEARNING ENVIRONMENT: AN EYE TRACKING STUDY

As more students move to online learning, this results in not only new barriers but new opportunities in academia. The purpose of this study was to examine how behavior-contingent praise affects visual engagement with an online video lecture when using WebGazer, a publicly available eye tracking software, with a user’s integrated webcam. A second aim of this study was to examine if using WebGazer with an integrated webcam was a valid alternative to hand scoring when collecting visual engagement data. Results of WebGazer measurement indicated a moderate effect size for three participants in the presence of contingent praise, and a large effect size was observed for one participant when provided contingent praise. Based on visual analysis and simple linear regression, level, shape of data paths, trend, and overall range of data were similar for three participants. One participant’s WebGazer and hand scoring data demonstrated a notable discrepancy in range, level, and shape for the Demand and Praise conditions. These results indicate that contingent praise may result in an increase in visual engagement in online learning environments and that using WebGazer and an integrated webcam may be a valid tool for measuring visual engagement in online learning environments. Discrepancies in WebGazer and hand scoring data are discussed

Do social cues in instructional videos affect attention allocation, perceived cognitive load, and learning outcomes under different visual complexity conditions?

Background:There are only few guidelines on how instructional videos should be designed to optimize learning. Recently, the effects of social cues on attention allocation and learning in instructional videos have been investigated. Due to inconsistent results, it has been suggested that the visual complexity of a video influences the effect of social cues on learning.Objectives:Therefore, this study compared the effects of social cues (i.e., gaze & gesture) in low and high visual complexity videos on attention, perceived cognitive load,and learning outcomes.Methods:Participants (N=71) were allocated to a social cue or no social cue condition and watched both a low and a high visual complexity video. After each video, participants completed a knowledge test.Results and Conclusions: Results showed that participants looked faster at referenced information and had higher learning outcomes in the low visual complexity condition. Social cues did not affect any of the dependent variables, except when including prior knowledge in the analysis: In this exploratory analysis, the inclusion of gaze and gesture cues in the videos did lead to better learning outcomes.Takeaways: Our results show that the visual complexity of instructional videos and prior knowledge are important to take into account in future research on attention and learning from instructional videos

Effects of facemasks and virtual lecture environments on speech recall

Due to the Covid-19 pandemic, schools often required that students and faculty wear face masks in the classroom or attend virtual class. The current study focused on the impact of face visibility in the classroom and virtual lectures on students’ recall for spoken information. Traditionally aged college students participated in live and virtual lecture environments with both masked and unmasked speaker stimuli. The researchers hypothesized that scores on a recall post-test for unmasked, individual lectures would be higher than post-test scores for the masked individual lecture or group lecture conditions. However, results revealed no differences between conditions. These findings are significant for determining if students’ learning experience is directly affected by the presence of facemasks in the classroom