Khan academy effectiveness: The case of math secondary students' perceptions

Vidergor, Hava E.; Ben-Amram, Paz

doi:10.1016/j.compedu.2020.103985

Cited by 36 publications

(30 citation statements)

References 17 publications

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“…The existing methods of video watching judgement have a common weakness; false viewers may occur when playing videos and performing other activities [6][7][8][15][16][17][18][19][20][21][22][23]. When you find a video that has been stopped while doing other activities, you can just answer the quizzes [17][18][19][20].…”

Section: Discussionmentioning

confidence: 99%

“…Even if there is a difficult quiz, it is possible to ask your colleague for answers through a chat, allowing you to write the answers any time you want. The video, which has been displayed on the monitor for a long time, becomes a video that the student has focused on [17][18][19][20]22,23], and points will pile up even if there is a face photo in front of the camera [24]. Learner analysis has been well done, but teachers have difficulty determining whether they watched the video through extensive data analysis [17][18][19][20]22,23].…”

Section: Discussionmentioning

confidence: 99%

“…", and "Where did they focus?" [22]. It also shows the exercises and videos that many students focused on [23].…”

Section: Khan Academymentioning

confidence: 99%

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Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Lim

2020

Mathematics

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Videos have long been viewed through the free choice of customers, but in some cases currently, watching them is absolutely required, for example, in institutions, companies, and education, even if the viewers prefer otherwise. In such cases, the video provider wants to determine whether the viewer has honestly been watching, but the current video viewing judging system has many loopholes; thus, it is hard to distinguish between honest viewers and false viewers. Time interval different answer popup quiz (TIDAPQ) was developed to judge honest watching. In this study, TIDAPQ randomly inserts specially developed popup quizzes in the video. Viewers must solve time interval pass (RESULT 1) and individually different correct answers (RESULT 2) while they watch. Then, using these two factors, TIDAPQ immediately performs a comprehensive judgement on whether the viewer honestly watched the video. To measure the performance of TIDAPQ, 100 experimental subjects were recruited to participate in the model verification experiment. The judgement performance on normal watching was 93.31%, and the judgement performance on unusual watching was 85.71%. We hope this study will be useful in many areas where watching judgements are needed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Lim

2020

Mathematics

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“…Teachers are advised to apply Khan Academy to build and maintain clear lines of contact with students (Vidergor & Ben-Amram, 2020). It was proved that Khan Academy encourages independency, always available, and more interesting than books (Vidergor & Ben-Amram, 2020). This led to YouTube becoming an Open Educational Resource whereby educational resources can be accessed through information and communications technologies (Martinho & Pinto, 2012).…”

Section: Introductionmentioning

confidence: 99%

Designing Educational Videos for University Websites Based on Students’ Preferences

Alfayez¹

2021

OLJ

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Recent developments have seen a significant increase in the number of educational videos being made, mostly for use as a resource in a range of educational levels and different specializations. Indeed, currently, many universities either provide videos as supplementary resources or, indeed, offer entire courses as online learning materials. The qualitative study this paper presents was conducted to answer the following questions: “How have educational videos (lectures/tutorials) published on YouTube affected the university students’ studies at both postgraduate and undergraduate levels?” and “would it be better to upload these types of videos onto a university website?” The aim was to explore the experiences of students from two universities (one a high- ranking university and one from a developing country) regarding online educational videos and to assess the extent to which these kinds of videos influence their studies. The data collection method used was individual interviews with students from two different universities to gather their perspectives, their opinions, and their aspirations regarding such videos. The results section analyzes and discusses the students’ varied opinions. Based on the research findings, several recommendations are made to develop a useable design to add videos to university websites. Finally, the research discussed how this study’s findings contribute during the COVID-19 pandemic.

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“…Neste cenário, as TICs são ferramentas em potencial. O uso das TICs na educação, mesmo a distância, altera a forma de relacionamentos entre professores e alunos, estabelece identidades coletivas e individuais, muda concepções sobre o tempo e sobre a comunicação com ferramentas que se colocam a serviço do professor com diversas possibilidades de acompanhamento e avaliação (Vidergor, e Bem-Amram, 2020;Flores, 2013;Morais, Alves e Miranda, 2013).…”

Section: Trabalhos Relacionadosunclassified

Alinhamento Construtivo e Taxonomia SOLO: relações com o Sistema de Domínio Khan Academy

Rizzo¹,

Poletti

2021

RBIE

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As tecnologias da informação e comunicação são ferramentas utilizadas em inúmeras áreas e, no âmbito educacional, deram margem ao desenvolvimento de ambientes virtuais com novas possibilidades pedagógicas. Considerando a incorporação destas ferramentas no processo de ensino e aprendizagem, esta pesquisa voltou-se para análises do ambiente Khan Academy, como suporte virtual na condução de atividades complementares de estudo de matemática para alunos com dificuldades na matéria e/ou em estado de defasagem, pautados na teoria do Alinhamento Construtivo, de John Biggs. Com vistas nas análises acerca do ambiente virtual à luz do referencial teórico, estabeleceu-se uma relação entre as formas de organização do ambiente virtual, com seus níveis de domínio, e as formas de organização do processo educativo sustentadas pela fundamentação teórica. Seguindo os moldes qualitativos de investigação teórica conceitual, as discussões neste artigo argumentam sobre as conexões entre estruturação do ambiente virtual abordado e as etapas de desenvolvimento da taxonomia SOLO e, além disso, favorecem análises com reflexões e constatações acerca das formas de organização, acompanhamento e avaliações de processos educativos pautados nas TICs.

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Khan academy effectiveness: The case of math secondary students' perceptions

Cited by 36 publications

References 17 publications

Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Designing Educational Videos for University Websites Based on Students’ Preferences

Alinhamento Construtivo e Taxonomia SOLO: relações com o Sistema de Domínio Khan Academy

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