Evaluation of enhanced educational experiences using interactive videos and web technologies: pedagogical and architectural considerations

Abstract

Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers' and students' efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube's aspects in relation to learning analytics.

Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review

“…For example, smartphones are used as clickers to complete questionnaires and assignments [26], [38]- [41]. Alternatively, smartphones are used to visualize learning contents [32], [42], [43].…”

“…Learning management systems (LMSs) were referenced in [28], [29], [35], [38], [39], [42]- [46], [49], [50], [53], [58], [59], [62], [63], [87], [88] Desktop computers 17 (25%) [19], [21], [22], [24], [31], [33], [40], [42], [43], [60], [63], [64], [67], [73], [77], [78], [87] Learning management system 14 (20.59%)…”

“…Ontologies are frequently used in educational contexts to formulate models of knowledge that can be understood by both humans and machines. For example, the work by Lalingkar [28], [29], [35], [38], [39], [42]- [46], [49], [50], [53], [58], [59], [62], [63], [87], [88] Desktop computers 17 (25%) [19], [21], [22], [24], [31], [33], [40], [42], [43], [60], [63], [64], [67], [73], [77], [78], [87] Data visualizations 12 (17.65%) [21], [28], [41], [50], [53], [55], [58], [70], [71], [73], [80], [84] Videos 7 (10.29%) [30], [34], [43], [46],…”

Metasíntesis sobre la aplicación de principios de Ingeniería de Software en el desarrollo de plataformas de tecnología educativa

“…Ahora bien, ¿cuál es la diferencia entre las seis categorías que tienen este común denominador?, la diferencia radica en qué principios consideran y cómo los emplean en su proceso de desarrollo, puesto que se puede considerar, desde un aspecto muy general, como un elemento en el proceso de desarrollo (Coomans & Lacerda, 2015;Golitsyna, 2015), o como una fuente de conceptos técnicos, necesarios para describir la estructura de la plataforma de tecnología educativa en su totalidad mediante patrones de diseño y patrones arquitectónicos, siendo ambos conceptos medulares de la Ingeniería de Software (Aguña, 2012;Campo et al, 2020;Chimalakonda & Nori, 2018;Devedžić & Jovanović, 2015;Kohen-Vacs et al, 2016;Marcolino & Barbosa, 2017;Pástor et al, 2018;Sengupta et al, 2009;Sengupta & Dasgupta, 2017a, 2017b.…”

Edutainment and practice in video-based learning: enriching educational videos with interactive activities and games

“…Despite the evidence that the authors provided on the effectiveness of interactive videos when compared to linear non-interactive versions, interactive videos were not really adopted in educational settings or research efforts in the years to follow. It was until recently and most likely due to the technological evolution of web video players that interactive videos enriched with in-video quizzes made their appearance again and have been the focus in a number of research studies (Cummins, et al, 2015;Wachtler et al, 2016;Kohen et al, 2016). Cummins et al research results demonstrated that in-video quizzes were successful in creating an engaging and interactive mode of content delivery.…”