Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies

Abstract

Abstract. Although videos are a highly popular digital medium for learning, video watching can be a passive activity and results in limited learning. This calls for interactive means to support engagement and active video watching. However, there is limited insight into what engagement challenges have to be overcome and what intelligent features are needed. This paper presents an empirical way to elicit requirements for innovative functionality to support constructive video-based learning. We present two user studies with an active video watching system instantiated for soft skill learning (pitch presentations). Based on the studies, we identify whether learning is happening and what kind of interaction contributes to learning, what difficulties participants face and how these can be overcome with additional intelligent support. Our findings show that participants who engaged in constructive learning have improved their conceptual understanding of presentation skills, while those who exhibited more passive ways of learning have not improved as much as constructive learners. Analysis of participants' profiles and experiences led to requirements for intelligent support with active video watching. Based on this, we propose intelligent nudging in the form of signposting and prompts to further promote constructive learning.

Ontology-Based Domain Diversity Profiling of User Comments

“…Earlier work in AVW-Space indicated that constructive learners who wrote comments while watching videos were more likely to increase their knowledge [11,12]. This paper explores the relationship between diversity patterns and video usage for learning.…”

Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching

“…The ratings, which are designed to further promote reflection, are: "This is useful for me", "I hadn't thought of this", "I didn't notice this", "I don't agree with this", and "I like this point". Two AVW studies were conducted in March and July 2016 with postgraduates and undergraduates respectively, focusing on pitch presentations [34,35]. The studies examined whether learning was happening and what kind of interactions contributed to learning.…”

“…Our research adopts interactive note-taking in video watching for soft skill learning. Previous studies found that the approach is effective only when the students actively engage with video content [34] and requirements are gathered for interactive personalised nudges to promote desired learning behaviour [35]: assist students noticing important points in videos, linking video snippets to aspects related to soft skill learning (e.g. recognise key skill elements, contextualise in past and future experience) and broadening soft skill learning portfolio (e.g.…”

Characterizing Comment Types and Levels of Engagement in Video-Based Learning as a Basis for Adaptive Nudging

“…In previous work, we developed AVW-Space, a controlled platform for informal video-based learning through note-taking where students watch and comment on videos [21]. Several studies using AVW-Space with undergraduate and postgraduate university students in the context of presentation skills have shown that students who write comments instead of passively watching improve their understanding of presentation skills.…”

“…Gathering requirements for the effectiveness of AVW-Space in an earlier study indicated the need to encourage student commenting, which was positively correlated with conceptual learning, while at the same time preserving students' freedom to interact with videos in a way they prefer [21]. This informed the extending of AVW-Space by adding nudges [11] -interventions that influence people's behavior to make beneficial choices (paternalism) in a non-compulsory manner (libertarian).…”