Response Collector: A Video Learning System for Flipped Classrooms

The flipped classroom has become famous as an effective educational method that flips the purpose of classroom study and homework. In this paper, we propose a video learning system for flipped classrooms, called Response Collector, which enables students to record their responses to preparation videos. Our system provides response visualization for teachers and students to understand what they have acquired and questioned. We performed a practical user study of our system in a flipped classroom setup. The results show that students preferred to use the proposed method as the inputting method, rather than naive methods. Moreover, sharing responses among students was helpful for resolving individual students' questions, and students were satisfied with the use of our system.Comment: The 2018 International Conference On Advanced Informatics: Concepts, Theory And Application (ICAICTA2018

Introduction to Smart Learning Analytics: Foundations and Developments in Video-Based Learning

Smart learning has become a new term to describe technological and social developments (e.g., Big and Open Data, Internet of Things, RFID, and NFC) enable effective, efficient, engaging and personalized learning. Collecting and combining learning analytics coming from different channels can clearly provide valuable information in designing and developing smart learning. Although, the potential of learning analytics to enable smart learning is very promising area, it remains non-investigated and even ill-defined concept. The paper defines the subset of learning analytics that focuses on supporting the features and the processes of smart learning, under the term Smart Learning Analytics. This is followed by a brief discussion on the prospects and drawbacks of Smart Learning Analytics and their recent foundations and developments in the area of Video-Based Learning. Drawing from our experience with the recent international workshops in Smart Environments and Analytics in Video-Based Learning, we present the state-of-the-art developments as well as the four selected contributions. The paper further draws attention to the great potential and need for research in the area of Smart Learning Analytics

Apporti metodologici innovativi attraverso la collaborazione internazionale: l’uso della video analisi per comprendere la progettazione didattica

The purpose of this paper is to propose new directions for research in the use of video analysis to improve teaching and learning design in mathematics. The research directions have been developed through an international collaboration involving researchers from Italy and Australia. The paper includes an outline of these context and the different drivers for research before presenting providing a literature review to support future methodological innovation.L’articolo descrive e approfondisce le nuove direzioni di ricerca in ambito educativo attraverso l’uso della videoanalisi per migliorare la progettazione dei processi di insegnamento-apprendimento della matematica. Le direzioni di ricerca sono state sviluppate attraverso una collaborazione in ter nazionale che ha coinvolto ricercatori italiani e australiani. L’articolo illustra una panoramica dei diversi contesti di ricerca e delinea un’ampia trattazione della letteratura di ambito come quadro teorico d riferimento della proposta metodologica innovativa

Using Network-Text Analysis to Characterise Learner Engagement in Active Video Watching

Video is becoming more and more popular as a learning medium in a variety of educational settings, ranging from flipped classrooms to MOOCs to informal learning. The prevailing educational usage of videos is based on watching prepared videos, which calls for accompanying video usage with activities to promote constructive learning. In the Active Video Watching (AVW) approach, learner engagement during video watching is induced via interactive notetaking, similar to video commenting in social video-sharing platforms. This coincides with the JuxtaLearn practice, in which student-created videos were shared on a social networking platform and commented by other students. Drawing on the experience of both AVW and JuxtaLearn, we combine and refine analysis techniques to characterise learner engagement. The approach draws on network-text analysis of learner-generated comments as a basis. This allows for capturing pedagogically relevant aspects of divergence, convergence and (dis-) continuity in textual commenting behaviour related to different learner types. The lexical-semantic analytics approach using learner-generated artefacts provides deep insights into learner engagement. This has broader application in video-based learning environments

Supporting Constructive Video-based Learning: Requirements Elicitation from Exploratory Studies

Although videos are a highly popular digital medium for learning, video watching can be a passive activity and results in limited learning. This calls for interactive means to support engagement and active video watching. However, there is limited insight into what engagement challenges have to be overcome and what intelligent features are needed. This paper presents an empirical way to elicit requirements for innovative functionality to support constructive video-based learning. We present two user studies with an active video watching system instantiated for soft skill learning (pitch presenta-tions). Based on the studies, we identify whether learning is happening and what kind of interaction contributes to learning, what difficulties participants face and how these can be overcome with additional intelligent support. Our findings show that participants who engaged in constructive learning have improved their conceptual understanding of presentation skills, while those who exhibited more passive ways of learning have not improved as much as constructive learners. Analysis of participants’ profiles and experiences led to requirements for intelligent support with active video watching. Based on this, we propose intelligent nudging in the form of signposting and prompts to further promote constructive learning

Investigating the Effect of Adding Nudges to Increase Engagement in Active Video Watching

In order for videos to be a powerful medium for learning, it is crucial that learners engage in constructive learning. Historic interactions of previous learners can provide a rich resource to enhance interaction and promote engagement fostering constructive learning. This paper proposes such a novel approach of adding nudges to AVW-Space, a platform for video-based learning. We present the enhancements implemented in AVW-Space in the form of interactive visualizations and personalized prompts. A study focusing on presentation skills was conducted in a large first-year engineering course, in which AVW-Space provided an online resource for the students to use as they wish. The students were randomly divided into the control and experimental groups, which had access to the original and enhanced version of AVW-Space respectively. Our findings show that nudging is effective in fostering constructive learning: there was a significant difference in the percentage of constructive students in the two groups. The experimental group students wrote more comments, found AVW-Space easier to use, reported less frustration when commenting, and had higher confidence in their performance on commenting

How much support is necessary for self-regulated learning?

Self-regulated learning is crucial for learning success, and is even of greater importance for online learning as there is less support and feedback available to students. We describe a simple intervention designed to support self-regulated learning in the context of SQL-Tutor, a mature intelligent tutoring system. SQL-Tutor logged data about all interactions students performed, including interactions with the SRL support. Frequency-based analyses did not identify any differences in behaviors of low or high scoring students. However, epistemic network analysis identified significant differences in how students use help available from SQL-Tutor. Students who scored low on the SQL test asked for high-level help (in the form of partial or full solution), copied the provided solutions and submitted them as their own. We conclude that additional support is necessary for students with weak self-regulation skills

Characterizing Comment Types and Levels of Engagement in Video-Based Learning as a Basis for Adaptive Nudging

Video is frequently used as a learning medium in a variety of educational settings, including large online courses as well as informal learning scenarios. To foster learner engagement around instructional videos, our learning scenario facilitates interactive note taking and commenting similar to popular social video-sharing platforms. This approach has recently been enriched by introducing nudging mechanisms, which raises questions about ensuing learning effects. To better understand the nature of these effects, we take a closer look at the content of the comments. Our study is based on an ex post analysis of a larger data set from a recent study. As a first step of analysis, video comments are clustered based on a feature set that captures the temporal and semantic alignment of comments with the videos. Based on the ensuing typology of comments, learners are characterized through the types of comments that they have contributed. The results will allow for a better targeting of nudges to improve video-based learning

Supporting engagement in active video watching using quality nudges and visualisations

Learning by watching videos has been a popular method in e-learning. However, developing and maintaining constructive engagement is a crucial challenge in video-based learning (VBL). AVW-Space is an online VBL platform that enhances student engagement by providing note- taking and peer-reviewing. Previous studies with AVW-Space showed higher learning outcomes for students who write high-quality comments. Furthermore, an earlier study on AVW-Space suggested that visualising the student progress could help learners monitor and regulate their learning. Thus, this research aimed to increase engagement in AVW-Space by offering 1) personalised prompts, named Quality nudges, to encourage writing better comments and 2) visualisations of the student model to facilitate monitoring and controlling learning. I conducted a series of studies to investigate the effectiveness of Quality nudges and visualisations on the students’ engagement and learning. Firstly, I automated the assessment of comments quality using machine learning approaches. Then, I developed Quality nudges which encourage students to write better comments by triggering critical thinking and self-reflection. Next, I conducted a study in the context of presentation skills to analyse the effectiveness of the Quality nudges. The results showed that Quality nudges improved the quality of comments and increased learning consequently. After adding new visual learning analytics to AVW- Space, I investigated the effectiveness of the visualisations by conducting another study in the context of presentation skills. The results showed that the visualisations enhanced constructive engagement and learning even further. I also investigated the generalisability of nudges and visualisation for another transferable skill by making Quality nudges and visualisations customisable and conducting a study in the context of communication skills. Although the results showed that students used visualisations and nudges for communication skills differently from the participants in the study on presentation skills, findings indicated these interventions were still effective in increasing the quality of comments and enhancing constructive behaviour and learning. This research contributes to the development of intelligent learning environments which provide personalised interventions to encourage constructive commenting behaviours during video-based learning. The interventions proposed in this research can be applied to other domains which involve critical thinking and self-reflection. Another contribution of this research is providing visual learning analytics for students in VBL platforms to increase learning awareness and engagement. The nudges and visualisations proposed in this research could be applied to any other video-based learning platform that allows commenting

Student-generated videos as a learning tool in veterinary education

In spite of reported benefits of mobile devices, educational institutions criticise the use of mobile devices for learning because they are considered a distraction in class. Furthermore, researchers claim that the apparent mechanistic use of videos in classes does not contribute to deeper learning. To explore the affordances of videos and the possibility of deeper learning, a group of veterinary science students volunteered to explore the use of videos while attending theoretical and practical lectures. In this qualitative study, the participants tried out a variety of devices to take short videos of procedures and were actively involved with the learning content as they organised and reflected on the self-made videos. In spite of the critique against the use of mobile devices and the apparent shallow learning contribution of videos, participants self-reported that watching the videos again and the processes that took place after the videos were made contributed hugely to their learning experience. Participants demonstrated that mobile devices can be used constructively, and through a process of reflection deepen their learning experience. How the participants use the videos for learning can give lecturers new ideas on how they can use videos in their classes.The National Research Foundation of South Africa.http://www.journals.co.za/content/journal/progressam2022Science, Mathematics and Technology Educatio