Adding and Segmenting Educational Videos: Experiences of Teacher Users in an Educational Portal

Borges, Paulo Renato Soares; Silveira, Ismar Frango

doi:10.1109/access.2019.2924946

Cited by 4 publications

(4 citation statements)

References 20 publications

(35 reference statements)

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“…A popular approach was to extract topics, concepts, and keywords to compute the similarity to other videos. The use of ontologies and external knowledge bases was used particularly to extract concepts [24,25,40,206]. Some interesting approaches considered other characteristics such as video readability [111],…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

Navarrete¹,

Nehring²,

Schanze³

et al. 2023

Preprint

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People increasingly use videos on the Web as a source for learning, be it for daily tasks or in formal as well as informal educational settings. 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 from computer science databases for the period from 2016 to 2021 using the PRISMA guidelines. 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's 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's 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 in the development of design guidelines to produce learning videos.

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Section: Discussionmentioning

confidence: 99%

“…The learners could receive recommendations of videos and also Web pages. Borges and Silveira [25] retrieved videos by analyzing the subject-object-predicate construction of the user query and searching keywords in a semantic graphic database.…”

Section: Recommender and Retrieval Systemsmentioning

confidence: 99%

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

Navarrete¹,

Nehring²,

Schanze³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…In [4], Borges and Silveira exploit descriptors associated with metadata to improve students' searches in educational semantic portals on the web. In particular, they focus on educational videos and propose adding descriptive information to such resources once they have been properly segmented and associated with semantics for each segmented portion.…”

Section: Related Workmentioning

confidence: 99%

Maps4Learning: Enacting Geo-Education to Enhance Student Achievement

2020

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During the last few years, increasing emphasis has been given to geo-education in middle and high school curricula, transforming the way certain subjects are now taught to provide students with comprehensive knowledge about dynamics and interconnections in the world, which also rely on relevant geographic information. This is the case for history, geography, the earth sciences, and other subjects. However, so far, little has been done to provide adequate learning tools that can support such an important transformation. This paper proposes the integration of advanced geospatial technology in traditional interactive learning tools as a way to describe experiences that help students understand phenomena and improve their competencies. The system is the result of a usability engineering process aimed at providing users with an effective learning experience, iteratively analysing their expectations and needs with respect to georeferenced content. The resulting learning environment, Maps4Learning, allows users to manage content in terms of learning objects named geoLO+, which are extended with spatial and temporal components and built according to standardized metadata. The system was tested in the context of a middle school programme. A usability study was carried out to analyse the impact of geoLO+ resources in terms of perceived quality, engagement, and student learning performance, and the outcomes of the resources were compared to the outcomes of traditional teaching methods. The results were encouraging and showed that learning improvement can indeed be achieved using Maps4Learning.

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“…Although previous studies indicated one of the factors influencing the low engagement was the MOOC interfaces, little MOOC research has concerned about the issue of interface design on user experience [3], [6]. User experience refers to the complete psychological experiences of users when interacting with the product [7]- [10]. Good interface design can facilitate the communication between the users and the platform, and lead to higher user experience, thus increasing learners' satisfaction and completion of MOOCs; On another side, problems of interface design will cause the usage of inconvenience, and then badly influence the quality of user experience, thus reducing learners' completion of MOOCs [11], [12].…”

Section: Introductionmentioning

confidence: 99%

Evaluating Localized MOOCs: The Role of Culture on Interface Design and User Experience

et al. 2020

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In recent years, MOOC has become one of the most popular trends in global education. However, the completion of courses is still a great challenge for MOOCs. Thus, the evaluation of MOOCs is of great importance to online education. The goal of this research is to evaluate the interfaces of localized MOOC on PC platforms, specifically, to explore the role of culture on the interface design and its user experience (UX). Three studies were conducted in our research. In study 1, through an interview, we selected two localized MOOCs (Chinese University MOOC and Coursera), typical user tasks, and main factors of UX. In study 2, a content analysis was conducted to compare the interface design of the MOOCs selected in study 1. The results showed significant cultural differences in the interface design between the two localized MOOCs. In study 3, the UX was evaluated on Chinese University MOOC (CUM) and Coursera. It is found that the task-based UX of CUM is better than Coursera on four typical tasks. And the overall UX (usability, aesthetics, and pleasure) is much higher on CUM. The findings reveal the cultural influence on the interface design of localized CUM and Course. Accordingly, the Chinese user experience is better on CUM than Course. This research indicates a better UX of localized MOOCs also depends on culture-preferred interface design. Meanwhile, from the perspective of UX, we also provide some theoretical and practical implications for the enhancement of interface designs of localized MOOCs. Hopefully, this research can contribute to the design of localized MOOCs in China.

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Adding and Segmenting Educational Videos: Experiences of Teacher Users in an Educational Portal

Cited by 4 publications

References 20 publications

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

Maps4Learning: Enacting Geo-Education to Enhance Student Achievement

Evaluating Localized MOOCs: The Role of Culture on Interface Design and User Experience

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