An interactive video based Environment supporting learning analytics

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    13-Apr-2017

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  • An interactive video-based learning environment supporting learning analytics: Insights obtained from analyzing learner activity dataICSLE 2015- SE@VBLAlexandros KleftodimosTEI of Western Macedonia &University of MacedoniaGeorgios EvangelidisUniversity of Macedonia

  • Online educational videos are mostly linear videos that are watched passively with the only means of interactivity to be limited to the navigational buttons used to start, pause and resume the video

  • New tools for adding interactive elements and extra content to educational videos

    Adding interactive elements & contentCommercialEdpuzzleEduCanonZaption

    Free & open sourcePopcorn Maker (Mozzila)

    Adding Discussions

    FreeVialogues

    Grockit Answers

  • ImagesVarious Elements appear at any point in the video timelineMultiple choice questionsOpen responsesText

  • Discussions

  • Popcorn Maker (googlemap,popup text,image,Wikipedia)

  • Statistics from Zaption and EdPuzzle (e.g viewers by date, viewing time etc)

  • Advantages & Disadvantages

    Polished EnvironmentUser Friendly & drag and Drop featuresApplications contain different set of featuresIn commercial applications a number of features are not freeNot Open Source Basic Analytics features

  • Developing a video based learning environment using open source tools and open internet resources

    OPTIONSMozilla Popcorn framework (used in Popcorn Maker and Grockit answers)

    Open source HTML 5 players such asMediaElement(http://mediaelementjs.com) Flowplayer (http://flowplayer.org).

  • The features that are present in the learning environment are the following: Questions that appear at various points in the timeline. Sections & Table of Contents SubtitlesContent aggregation (e.g., Google Map, Google forms, Slideshare)

  • Administrator (educator) & Viewer ModulesAdministrator module is for associating elements (or sections) with points in the timelineSetting:Multiple Choice questionsOpen response Web resources (e.g url or web service)Sections

  • Setting Questions

  • Previewing

  • Viewer Module

  • Table of Contents

  • Subtitles (Admin Module)

  • Web content aggregation (e.g Google Map) -Viewer Module

  • Quiz from Google Forms (Viewer Module)

  • Administrator Module (Synchronizing Video with Slideshare slides)

  • Table of contents & Multiple choice questions

  • Video learning analytics

  • Login Procedure

  • Sessions

    Sessions Videos

    Sessions events

    EVENTS TRIGEREDLoaded dataSeekPlayPauseEndVolume change & MuteSection Enter

    (Event type, video time, current time, date)

  • Educational Settings

    The developed learning environment is used at the Department of Digital Media and Communication at the Technological Education Institute of Western Macedonia, Greece.

    Autumn semester 2014-2015 to support the theoretical part of the first semester courses Introduction to new Technologies in Communication (5 videos from YouTube) Image and Video editing Principles (1 video). Spring semester 2015 to support the second semester course Graphic Design for both the theoretical part (1 video from YouTube, Fig. 1) and the laboratory part (10 videos for learning the vector graphics software Inkscape).

  • Educational Settings

    During the autumn semester 2014-2015 students attending the course Video and Image editing Principles were given a video to watch as part of the syllabusVideo length: 30 minutes Sections were defined for the video and the headers of these sections appeared as a table of contents next to the video (Fig. 2). The video consisted of 14 sections. The sections reflected different topics (e.g., an interview). Video contained information about the promotional video creation process as well as the professionals involved in this process (script writer, director, video editing specialist, etc.).

  • Course: Image and Video editing Principles

  • Educational Settings- AssignmentStudents were given an optional assignment that was related to the video A questionnaire (20%) that was delivered through Google Forms and a written assignment (80%) that consisted of several open-ended questions.

    assignment was not incorporated in the video environment but was distributed through the institutional learning management system The video content was also included in the exam syllabus

  • Aim of AnalysisUnderstand the activity behavior of the learners with respect to the environment features in use (e.g., table of contents) and other factors that affect the viewing behaviour (i.e. assignment and exams), throughout a semester period. The analysis also investigates if more active ways of learning such combining video viewing with parallel completion of a related assignment benefits the learning process.

  • Temporal Aspects

  • Transition Matrix- (R package Heatmap)

  • Does video viewing have better outcomes when accompanied by an assignment?

    Another aspect that was investigated was if video viewing yields better learning outcomes when accompanied by an assignment related to the video content The focus is only on the students that viewed the video lesson at least once and participated in the exam. Besides the overall exam mark, the student mark on the questions associated to the video (which counted for 50%) was recorded and only this mark is used in the study conducted (video exam mark VE mark. )

  • Does video viewing have better outcomes when accompanied by an assignment?

    An independent sample t-test was conducted in order to check the effect of the assignment in the final VE mark. The sample of students was divided into two groups. The first group was comprised of 30 students who completed the assignment and the second group consisted of 27 students who did not complete the assignment. Findings from the t-test indicate that significant differences (p

  • Results of analysisStudents viewed the video mainly before the assignment turn in date and the exam dateViewing was more turbulent during the assignment completion where the Content table feature was used moreContent table was mainly used to jump to the previous sectionAmongst the students that viewed the video the ones that engaged further by attempting an assignment related to the video content, achieved better in the exam.

  • Conclusions & Future workThe purpose of this paper was to present a video based learning environment that aggregates video content with interactive elements and content that comes either from the educator or open web resources Supports learning analytics by providing a data gathering moduleData can be analyzed with packages such as R, Weka, SPSS

    Future Workincorporate more features into the environment (e.g., discussions, Branching), use the features within learning scenarios and conduct further data analysis and mining Incorporate package functions (R,Weka) in the environment

  • Thank you for listening

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