Conceptualising Video Pedagogy

Gedera, Dilani S. P.; Zalipour, Arezou

doi:10.1007/978-981-33-4009-1_1

Cited by 7 publications

(5 citation statements)

References 37 publications

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“…Apparently, interactive videos offer a lot of pedagogical components that could facilitate feedback practices and increase learner engagement. According to Gedera and Zalipour (2018), interactive elements in videos enable learners to control their own learning and to learn more autonomously. However, it is essential that these pedagogical tools be integrated in language instruction, and researchers and teachers are to explore how learners perceive their use in listening classes.…”

Section: Studies On Interactive Videosmentioning

confidence: 99%

“…More specifically, there have been no studies on the perceived value of interactive videos on foreign language learners' listening comprehension skills or motivation and on learner perceptions of interactive elements. Some studies on the pedagogical affordances of interactive videos do exist, yet they belong to other domains such as business (Mischel, 2018), math or science (Giannakos et al, 2015;Wachtler et al, 2016), engineering or computer related fields (Kleftodimos & Evangelidis, 2016;Vural, 2013), psychology (Lawson et al, 2006) or perception studies with participants from various backgrounds (Gedera & Zalipour, 2018;June et al, 2014;J. Kim et al, 2015;Zahn et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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English language learners’ experiences of using interactive videos in EFL listening

Bakla,

Demiröz

2024

JALTCALL

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As blended and online courses are becoming more prevalent, there is need for research into how digital tools might help teachers increase learner motivation and engagement in online learning. This qualitative case study explores learners’ perceptions of interactive videos, with a particular focus on perceived levels of learner motivation and engagement, along with the apparent value of the interactive elements in providing feedback and improving listening comprehension. The participants were 37 freshman EFL learners, majoring in English language teaching. The data were collected through semi-structured interviews with six participants and the learning analytics module of the interactive video software. The six interview participants, along with 31 others, also responded to reflective journal prompts. The participants reported that interactive videos provided them with meaningful input and timely feedback, and the perceived improvement in their listening skills motivated them. Most of the participants reported that they preferred interactive components for promoting higher engagement, but they also highlighted that having frequent interactive elements distracted them from the content.

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Section: Studies On Interactive Videosmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

English language learners’ experiences of using interactive videos in EFL listening

Bakla,

Demiröz

2024

JALTCALL

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“…As shown in [37], training is an important issue to consider when examining teachers' attitudes. A study conducted by Gedera and Zalipour [38] found that most teachers (85%) in secondary schools in Jordan had not received any training in the use of interactive video platforms in an educational environment, while 33% reported wishing to have more support in this regard. As a result, the existing literature demonstrates that many teachers need additional support from their institutions in the form of training sessions and assistance in achieving the meaningful integration of these tools into academia.…”

Section: Related Workmentioning

confidence: 99%

Evaluating the Effectiveness of Interactive Video Learning by Examining Machine Learning Classifiers Models: Graduate Students’ Perspectives

Alshehri,

Zayid,

Sayaf

2023

IJIET

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Important elements had an impact on how traditional learning was implemented and motivated researchers to develop Interactive Video Learning Effectiveness (IVL-E). These variables range from price to learning-environment to learner perspective, among others. This paper’s major objectives are to: (i) assess the effectiveness of Interactive Video Learning (IVL-E) using classification techniques and considering graduate students’ viewpoints, (ii) establish appropriate classification parameters to choose the optimum classifier model, and (iii) review prior works pertaining to IVL-E assessment. The study dataset is a sample of 63 datapoints randomly chosen by a survey performed at the College of Education, University of Bisha, Bisha, Saudi Arabia. A total of 123 registered postgraduate students made up the study population when using Google’s online questionnaire method, after all the respondents voluntarily agreed to fill out and submit the questionnaire. This study develops a reliable machine learning classifier’s model for classifying IVL-E. The created models use a backpropagation algorithm and are a type of multilayer classification perceptron. The best classification output was “interactive video learning performance measure”, which provided the highest results under: 1) support vector machine-based classifier (SVC), 2) decision tree (DT), and 3) light gradient-boosting machine classifier (lgb.LGBMClassifier). Regarding classification measures like balanced accuracy (high BCCR = 0.875), balanced error rate (low BER = 0.125), and optimization precision (highest OP = 0.999), our models performed extremely well according to the literature review.

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“…Video learning media improves learner understanding and retention, improves learning outcomes and has great potential to facilitate blended learning (Biard et al, 2018;Desai & Kulkarni, 2022). Video has the ability to increase student involvement in the learning process thereby increasing cognitive and emotional learning outcomes (Gedera & Zalipour, 2021). A number of advantages regarding learning videos have been disclosed, but videos that are linear, one-way in nature, also have weaknesses.…”

Section: Interactive Video Rolesmentioning

confidence: 99%

Development of H5P Moodle-Based Interactive STEM-Loaded Videos to Grow Performance Skills as an Effort to Overcome Learning Loss in Electrical Measuring Materials

Susanti,

Suyatna,

Herlina

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to develop an interactive STEM-based video based on H5P Moodle that is valid, practical, and effective for cultivating performance skills as an effort to overcome learning loss in the material for measuring instruments. The research method used in this development is the R & D method using the ADDIE model which consists of five development steps namely: analyze, design, development, implementation, and evaluation. The data collection instruments used include: needs analysis questionnaires, validation test questionnaires, practicality test questionnaires, and effectiveness test questionnaires. The trial design using research products shows that the H5P Moodle-based Interactive Video developed is valid, practical, effectively used in the closed-eye learning process (PTTM) through blended learning to foster performance skills as an effort to overcome learning loss. The results of the validity test obtained an average percentage of construction validity of 92.00% and content validation obtained an average percentage of 87.00%. The results of the practicality questionnaire analysis showed that the STEM-based Interactive Video based on the H5P Moodle was stated to be practical with product legibility obtaining a percentage of 96.00% in the very good category. The results of the teacher's response test using Interactive Video with STEM-based H5P Moodle obtained a percentage of 87.60% in the very good category. For student responses the percentage is 87.00%, this indicates an interactive video with STEM content based on the H5P Moodle that was developed practically. Effectiveness is shown by the results of the analysis of the average percentage of achievement of performance skills in the experimental class of 87.50 and 73.00% in the control class. An increase in performance skills of 14.50% shows that Interactive Video with STEM content based on Moodle's H5P is very effective for growing performance skills as an effort to overcome learning loss.

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Conceptualising Video Pedagogy

Cited by 7 publications

References 37 publications

English language learners’ experiences of using interactive videos in EFL listening

English language learners’ experiences of using interactive videos in EFL listening

Evaluating the Effectiveness of Interactive Video Learning by Examining Machine Learning Classifiers Models: Graduate Students’ Perspectives

Development of H5P Moodle-Based Interactive STEM-Loaded Videos to Grow Performance Skills as an Effort to Overcome Learning Loss in Electrical Measuring Materials

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