Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course

Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video navigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons learned for further development and refinement of video-assisted courses and practices

Flipping the Classroom in Higher Education: A Design-Based Research Study to Develop a Flipped Classroom Framework

Over the past 20 years some higher education instructors have increased their technology use as a way to extend and enhance students’ understanding and move away from the traditional lecture approach. One recent strategy is to use a flipped classroom approach and have students use technology to access the lecture and other instructional resources outside the classroom; this leaves the in-class time to engage in active learning. However, at this time there are no empirically-based flipped classroom frameworks. The purpose of this study is to fill this gap in the academic literature and develop a framework. This will provide a springboard for other scholars and practitioners to further examine the efficacy of this specific blended approach to learning and effective approaches that can be adapted to meet the needs of their students

Social Media Use For Work: Does Work Experience Really Matter?

Social media are in the top of the agenda for many companies to date, however there seems to be very limited understanding of the usage of social media for work purposes. In this study, we investigate what values increase this usage, and whether that usage is related with employees’ performance. Additionally, we explore the impact of employees’ work experience on their social media behaviour. Our study is based on responses from 1799 employees in the insurance industry. Results confirmed that both utilitarian and hedonic values influence employees to use more social media for their work. In addition, this study confirms that there is an important relation between the use of social media and work performance. Last but not least, employees’ work experience is found to be a significant moderator of the relationship between social media use for work and work performance

Fuzzy-Set Analysis to Understand User Experience in Mobile Applications

This paper examines how price value, game content quality, positive and negative emotions, gender, and gameplay time interact with each other to explain high intention to download mobile applications, and specifically mobile games. Based on complexity theory and theory of configuration, a conceptual model is drawn along with research propositions. We employ fuzzy-set qualitative comparative analysis (fsQCA) on 531 users of mobile games, and identify ten solutions that explain high intention to download mobile games. Alternative paths are presented depending on the gender and gameplay time. We highlight the importance of price value and game content quality, as well as that of positive emotions which are always core factors when present. We contributes to theory and practice (1) with new insights into the interrelationships among the predictors of user intention to download mobile games, and (2) by advancing the theoretical and methodological foundation of how these predictors combine to lead to high intention to download mobile games

Gender Differences in Computer Science Education: Lessons Learnt from an Empirical Study at NTNU

Research in Computer Science (CS) education has focused on gender differences and there is high interest in increasing female participation in CS. The present study reviews important factors that influence CS students’ decision to complete their studies in CS (retention), and empirically examines how these factors differ for males and females. To this end, we identify cognitive and non-cognitive gains, cognitive and affective engagement, motivation to study, and three different barriers as critical factors in CS students’. We test these factors on 236 Norwegian CS students in order to find any potential gender differences. The findings indicate a gender difference for cognitive gains, affective engagement, motivation to study, and satisfaction with learning effectiveness. On the other hand, no difference was found for non-cognitive gains, cognitive engagement, personal values/teaching quality, and students’ intention to dropout from their studies. The study concludes with implications that will guide both research and practice towards a better understanding of both male and female CS students

Creative Assessment in Programming: Diversity and Divergence

Negative stereotypes persist in computing, and align poorly with research into the motivations of female students. In particular, female students are more inclined to want to work creatively and have a positive impact through their work. However programming assignments are often tightly constrained and rather pointless in themselves so are doubly unattractive. Alongside this, concerns are often raised about plagiarism in programming assignments, particularly when the assessment process is automated. We attempt to address both of these issues by designing more creative programming assignments, allowing students to engage in work aligned with whatever their interests are. By providing a more divergent assessment, automated plagiarism detectors are much more effective because the likelihood of false positives is much lower than in more constrained, convergent assessments. We also show how to combine this with partial automation of assessment. To examine this approach we compare the results of two subsequent years of delivery of the same second-year undergraduate programming module, and find that, using more creative assessments, female students average scores were substantially increased so that they outperform male students. While the results are not quite statistically significant (according to 2-way ANOVA), they demonstrate potential that could be verified with a larger sample

Multimodal data as a means to understand the learning experience

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Investigating gaze interaction to support children’s gameplay

Gaze interaction has become an affordable option in the development of innovative interaction methods for user input. Gaze holds great promise as an input modality, offering increased immersion and opportunities for combined interactions (e.g., gaze and mouse, touch). However, the use of gaze as an input modality to support children’s gameplay has not been examined to unveil those opportunities. To investigate the potential of gaze interaction to support children’s gameplay, we designed and developed a game that enables children to utilize gaze interaction as an input modality. Then, we performed a between subjects research design study with 28 children using mouse as an input mechanism and 29 children using their gaze (8–14 years old). During the study, we collected children’s attitudes (via self-reported questionnaire) and actual usage behavior (using facial video, physiological data and computer logs). The results show no significant difference on children’s attitudes regarding the ease of use and enjoyment of the two conditions, as well as on the scores achieved and number of sessions played. Usage data from children’s facial video and physiological data show that sadness and stress are significantly higher in the mouse condition, while joy, surprise, physiological arousal and emotional arousal are significantly higher in the gaze condition. In addition, our findings highlight the benefits of using multimodal data to reveal children’s behavior while playing the game, by complementing self-reported measures. As well, we uncover a need for more studies to examine gaze as an input mechanism.peer-reviewe

Child-Computer Interaction SIG: Designing for Refugee Children

The global refugee crisis is a significant current challenge affecting millions of children. The process of refugee migration comes with major immediate as well as long-term risks to children's physical and mental health, education, and prospects. Despite the multiple dangers and challenges during migration, most refugee families have access to and make use of interactive technologies, prior to, during, and after migration. This SIG meeting is an opportunity to discuss novel potential roles for technologies to alleviate some of the challenges faced by child refugees