<p>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.</p>
ObjectivesExergames can replace sedentary time spent on computer gaming with physical activity. Previous research has found exergaming to elicit light-to-moderate exercise intensity. Our primary aim was to examine the exercise intensity of a newly developed biking exergame.MethodsEight males (23.9±0.6 years) played the exergame (PLAY) and walked (WALK) on three separate occasions, with the condition counterbalanced and in random sequence within each day. They were asked to PLAY and WALK for a minimum of 15 min and then continue for as long as they wanted. We measured heart rate (HR), activity duration, caloric expenditure and subject-rated exertion and enjoyment (based on 0–10 Visual Analogue Scale, VAS). We used an average of each outcome variable across the 3 days in the analysis.ResultsThe average intensity during PLAY (73%±10% of HRmax) was significantly higher than that during WALK (57%±7% of HRmax, p=0.01). Participants spent 12.5±5.3 min at 80%–89% of HRmax and 5.5±4.6 min at ≥90% of HRmax during PLAY, whereas intensity during WALK was ≤72% of HRmax. The duration of PLAY was 44.3±0.7 min and of WALK 17.0±0.7 min (p=0.01). The relative energy expenditure during PLAY was 7.6±0.7 kcal/min and during WALK 6.2±0.3 kcal/min (p<0.01). The enjoyment of PLAY (VAS 8.7±0.1) was higher than that of WALK (VAS 3.9±1.8, p=0.01).ConclusionsExergaming can be an innovative way of enjoyable high-intensity training.
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