Investigating Engagement with In-Video Quiz Questions in a Programming Course

Abstract

In-video quizzes are common in many distance learning platforms, including those from Coursera and EdX. However the effectiveness of in-video quizzes has not previously been assessed. In this paper we describe the construction and instrumentation of an Interactive Video Lecture Platform to measure student engagement with in-video quizzes. We also investigate the use of in-video quizzes as an approach to mitigate the lack of feedback available to students and lecturers in videos and traditional lectures. Finally, we evaluate the effectiveness of augmenting video with the ability to answer and receive feedback to quiz questions embedded directly within the video. We observed that student engagement with in-video questions was consistently high (71-86%) across two cohorts (N 1 =81, N 2 =84) with a rate of 1 question per 8.7 minutes of video. We identified three broad levels of engagement with the quiz questions and four motivations, including challenge seeking and completionism, which explain some of the observed behaviour. The results from this investigation demonstrate that in-video quizzes were successful in creating an engaging and interactive mode of content delivery. We recommend that in-video quizzes be used to increase the interactivity of video content as well as supporting formative assessment within a flipped classroom environment.

Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics

“…In-video quizzes are even the focus of some recent research (Cummins et al 2015). Quiz question elements can be defined and stored in the database by the educator.…”

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.…”

Using screencasts to enhance coding skills: The case of logic programming?

“…Researchers have attempted to create videos in programming courses, such as Prolog language, C#, etc. [4], [27]. Students who attended classes found videos equally important to students who do not and seem to prefer videos over a classic textbook [27].…”

“…Students who attended classes found videos equally important to students who do not and seem to prefer videos over a classic textbook [27]. In addition, it is demonstrated that student engagement increases, especially when screencasts are associated with in-video quiz questions [4]. The outcome comes into alignment with [24] who showed that interactive dynamic visualisations allow learners to acquire the necessary skills in less time than those who do not interact.…”

“…Lists in Prolog are sequences of elements enclosed in square brackets, e.g. [3,5,1,4,8,2], and in their general form are written as [H|T], where H is the first element of the list (Head) and T is the list that contains the rest of the elements (Tail). The list is a recursive structure and, as such, in most cases it is manipulated using recursion as a programming methodology.…”