Creating Dialogue Between a Tutee Agent and a Tutor in a Lecture Video Improves Students’ Attention

Nugraha, Ari; Wahono, Izhar Almizan; Zhanghe, Jianpeng; Harada, Tomoyuki; Inoue, Tomoo

doi:10.1007/978-3-030-58157-2_7

Cited by 3 publications

(12 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our results showed that transfer tests have been more frequently used in the last four years than in the previous years [18,41,55,73,74,93,129,130,157,166,193,205,240,253,271]. However, we found that most of the articles did not report explicitly if the type of test was recall or transfer, only 38% of experiments reported it [11,18,41,49,55,73,74,93,119,129,130,145,157,166,180,193,205,240,253,257,271].…”

Section: Dependent Variablesmentioning

confidence: 60%

“…We found that more than a third of the experiments that examined production styles addressed the instructor's presence [30,49,93,190,191]. Another third of the experiments evaluated dialogue-style in contrast to the commonly used monologue-style [55,136,180,181,229]. The last third of the experiments in this category investigated animations [6,42,223,224].…”

Section: Video Characteristics In Experimentsmentioning

confidence: 96%

“…The results showed that most of them used slide-based videos (39% of the experiments) [30,46,93,96,98,116,136,142,172,181,192,193,209,223,224,251,254]. The presence of an instructor was also very common among the experiments (36%) [18,19,30,46,55,93,96,98,116,180,192,193,223,229,230,254]. Less frequent production styles included handwriting (e.g., Khan-style, classroom-style videos) (16%), [93,136,190,204,209,223,230], talking-head (16%) [30,49,93,145,[190][191][192], screencasts (14%) [73,…”

Section: Trends Disciplines Production Style and Sample Sizementioning

confidence: 99%

“…Pace-related: automatic pauses, pauses controlled by the learner, type of pauses, fast pace. Interactive features [11, 15, 20, 33, 34, 41, 46, 47, 51, 53, 56, 62, 82, 84, 91, 100, 106, 110, 113, 114, 118-120, 125, 129, 130, 132, 142, 149-151, 154, 157, 162, 172, 175, 178, 188, 199, 208, 210, 217, 222, 234, 238, 240, 247-250, 259, 277] Quizzes embedded in the video, virtual reality and 360-degree characteristics, in-video annotations, feedback to the learner, games, hyperlinks, interface elements for navigation Production style [6,30,42,45,49,55,56,87,88,93,94,136,140,180,181,190,191,197,207,212,214,223,224,229,230,236] Khan-style, with a talking head, dialogue-style or monologue-style, slide-based, with animations, paper-based explanations, classroom-style videos, Instructional design and principles [5,58,60,75,95,101,135,140,141,169,185,212,226,241,246,...…”

Section: Audio Featuresmentioning

confidence: 99%

“…Figure 7 summarizes and ranks the video characteristics studied in controlled experiments. Specifically, we found four categories of characteristics that have been examined the most: ( (2) production style (e.g., talking head) (25%) [6,30,42,49,55,93,136,180,181,190,191,223,224,229,230], (3) instructor's behavior (e.g., gestures) (10%) [18,19,96,98,145,254], and (4) visual features (10%) [170,192,193,209,251,253].…”

Section: Video Characteristics In Experimentsmentioning

confidence: 99%

See 4 more Smart Citations

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

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.

show abstract

Section: Dependent Variablesmentioning

confidence: 60%

Section: Video Characteristics In Experimentsmentioning

confidence: 96%

Section: Trends Disciplines Production Style and Sample Sizementioning

confidence: 99%

Section: Audio Featuresmentioning

confidence: 99%

Section: Video Characteristics In Experimentsmentioning

confidence: 99%

See 3 more Smart Citations

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

Scripted Vicarious Dialogues: Educational Video Augmentation Method for Increasing Isolated Students’ Engagement

Tanprasert

Fels

Sinnamon

et al. 2023

Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience

Nugraha,

Inoue,

Salim

et al. 2023

International Journal of Distance Education Technologies

Self Cite

View full text Add to dashboard Cite

Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.

show abstract

Creating Dialogue Between a Tutee Agent and a Tutor in a Lecture Video Improves Students’ Attention

Cited by 3 publications

References 15 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

Scripted Vicarious Dialogues: Educational Video Augmentation Method for Increasing Isolated Students’ Engagement

A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience

Contact Info

Product

Resources

About