126 research outputs found
Recommended from our members
On the Impact of Features and Classifiers for Measuring Knowledge Gain during Web Search - A Case Study
Search engines are normally not designed to support human learning intents and processes. The Ăżeld of Search as Learning (SAL) aims to investigate the characteristics of a successful Web search with a learning purpose. In this paper, we analyze the impact of text complexity of Web pages on predicting knowledge gain during a search session. For this purpose, we conduct an experimental case study and investigate the inËťuence of several text-based features and classiĂżers on the prediction task. We build upon data from a study of related work, where 104 participants were given the task to learn about the formation of lightning and thunder through Web search. We perform an extensive evaluation based on a state-of-the-art approach and extend it with additional features related to textual complexity of Web pages. In contrast to prior work, we perform a systematic search for optimal hyperparameters and show the possible inËťuence of feature selection strategies on the knowledge gain prediction. When using the new set of features, state-of-the-art results are noticeably improved. The results indicate that text complexity of Web pages could be an important feature resource for knowledge gain prediction
Recommended from our members
A Review on Recent Advances in Video-based Learning Research: Video Features, Interaction, Tools, and Technologies
Human learning shifts stronger than ever towards online settings, and especially towards video platforms. There is an abundance of tutorials and lectures covering diverse topics, from fixing a bike to particle physics. While it is advantageous that learning resources are freely available on the Web, the quality of the resources varies a lot. Given the number of available videos, users need algorithmic support in finding helpful and entertaining learning resources.
In this paper, we present a review of the recent research literature (2020-2021) on video-based learning. We focus on publications that examine the characteristics of video content, analyze frequently used features and technologies, and, finally, derive conclusions on trends and possible future research directions
Pushing the button: Why do learners pause online videos?
With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics of the selected videos. We aim to understand the potential motives for why participants pause educational videos while watching such videos online. Our analyses revealed that perceived difficulties in comprehension and meaningful structural breakpoints in the videos were associated with increased pausing behavior. In contrast, pausing behavior was not associated with the videos’ formal structural features highlighted in the video platform. Implications of these findings and the potentials of our methodological approach for theory and practice are discussed. © 2021 The Author
Recommended from our members
Requirements Analysis for an Open Research Knowledge Graph
Current science communication has a number of drawbacks and bottlenecks which have been subject of discussion lately: Among others, the rising number of published articles makes it nearly impossible to get a full overview of the state of the art in a certain field, or reproducibility is hampered by fixed-length, document-based publications which normally cannot cover all details of a research work. Recently, several initiatives have proposed knowledge graphs (KGs) for organising scientific information as a solution to many of the current issues. The focus of these proposals is, however, usually restricted to very specific use cases. In this paper, we aim to transcend this limited perspective by presenting a comprehensive analysis of requirements for an Open Research Knowledge Graph (ORKG) by (a) collecting daily core tasks of a scientist, (b) establishing their consequential requirements for a KG-based system, (c) identifying overlaps and specificities, and their coverage in current solutions. As a result, we map necessary and desirable requirements for successful KG-based science communication, derive implications and outline possible solutions
Investigating Correlations of Automatically Extracted Multimodal Features and Lecture Video Quality
Ranking and recommendation of multimedia content such as videos is usually
realized with respect to the relevance to a user query. However, for lecture
videos and MOOCs (Massive Open Online Courses) it is not only required to
retrieve relevant videos, but particularly to find lecture videos of high
quality that facilitate learning, for instance, independent of the video's or
speaker's popularity. Thus, metadata about a lecture video's quality are
crucial features for learning contexts, e.g., lecture video recommendation in
search as learning scenarios. In this paper, we investigate whether
automatically extracted features are correlated to quality aspects of a video.
A set of scholarly videos from a Mass Open Online Course (MOOC) is analyzed
regarding audio, linguistic, and visual features. Furthermore, a set of
cross-modal features is proposed which are derived by combining transcripts,
audio, video, and slide content. A user study is conducted to investigate the
correlations between the automatically collected features and human ratings of
quality aspects of a lecture video. Finally, the impact of our features on the
knowledge gain of the participants is discussed
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
The STEM-ECR Dataset: Grounding Scientific Entity References in STEM Scholarly Content to Authoritative Encyclopedic and Lexicographic Sources
We introduce the STEM (Science, Technology, Engineering, and Medicine)
Dataset for Scientific Entity Extraction, Classification, and Resolution,
version 1.0 (STEM-ECR v1.0). The STEM-ECR v1.0 dataset has been developed to
provide a benchmark for the evaluation of scientific entity extraction,
classification, and resolution tasks in a domain-independent fashion. It
comprises abstracts in 10 STEM disciplines that were found to be the most
prolific ones on a major publishing platform. We describe the creation of such
a multidisciplinary corpus and highlight the obtained findings in terms of the
following features: 1) a generic conceptual formalism for scientific entities
in a multidisciplinary scientific context; 2) the feasibility of the
domain-independent human annotation of scientific entities under such a generic
formalism; 3) a performance benchmark obtainable for automatic extraction of
multidisciplinary scientific entities using BERT-based neural models; 4) a
delineated 3-step entity resolution procedure for human annotation of the
scientific entities via encyclopedic entity linking and lexicographic word
sense disambiguation; and 5) human evaluations of Babelfy returned encyclopedic
links and lexicographic senses for our entities. Our findings cumulatively
indicate that human annotation and automatic learning of multidisciplinary
scientific concepts as well as their semantic disambiguation in a wide-ranging
setting as STEM is reasonable.Comment: Published in LREC 2020. Publication URL
https://www.aclweb.org/anthology/2020.lrec-1.268/; Dataset DOI
https://doi.org/10.25835/001754
- …