Interactive videos promote learner engagement by transforming the passive activity of watching videos into an active learning process. LIVE, a web platform developed in previous research that allows for the integration of interactive elements into videos, also supports embedding programming tasks. However, at the beginning of our research, the output of the submitted solution was automatically compared to the reference output, but the code itself still had to be checked manually, as no automatic process was available to verify the solution and provide feedback. To address this, a stand-alone application was developed that automatically evaluates students’ solutions to Python programming tasks using a self-hosted large language model. This application was then integrated into the existing platform. To test this approach, a massive open online course containing four interactive videos with several programming tasks and quizzes was created. Students’ performance was analyzed using quiz results, task submissions, self-assessments, and user statistics provided by the course platform and LIVE. The results indicate that utilizing a large language model for automated feedback can positively impact learning outcomes. However, some limitations must be taken into account, such as the need to correct some of the model’s generated outputs manually due to insufficient feedback quality for certain tasks. This suggests that the combination of automated and manual evaluation seems to be the most effective approach for now.
Massive Open Online Courses (MOOCs) gewinnen immer mehr an Stellenwert in der Bildung. Eines der wichtigsten Techniken zur Vermittlung der Inhalte in einem MOOC ist das Video. Videos sind allerdings ein passives Medium und die Teilnehmer:innen verlieren schnell an Aufmerksamkeit. Eine Möglichkeit diesem Problem entgegenzuwirken, sind interaktive Elemente die in das Video eingebettet werden. Im Rahmen dieses Beitrags wird anhand von zwei MOOCs auf iMooX.at gezeigt, wie mit einer speziellen Videoplattform interaktive Elemente eingebettet werden können und welche Auswirkungen das auf die Aufmerksamkeit und den Lernerfolg der Teilnehmer:innen hat. Da es bei diesen MOOCs um die Grundlagen der Programmierung mit Python geht, wurden vor allem interaktive Programmieraufgaben in die Videos eingebettet. In einer ausführlichen Analyse konnte gezeigt werden, dass die Performance der Teilnehmer:innen durch den Einsatz dieser interaktiven Aufgaben gestiegen ist.
Many studies are claiming that compulsory attendance has its benefits for students because it is positively influencing their performance in consequence. This means that fully attending students are receiving a better grade than those who skip parts of the course. Whereas there are existing technologies to monitor the attendance of students in standard classroom situations the possibilities to provide such functionalities at online videos are limited. Because of that this work introduces an approach to assess the performance of students at videos. For that a web-platform which offers a detailed recording of the watched parts of videos is presented. The evaluation shows the performance of the students at a course consisting of videos with compulsory attendance and furthermore it points out that the approach for monitoring the attendance at online videos is basically working.
This study focuses on the positioning of interactive questions within learning videos. It is attempted to show that the position of a question’s occurrence has an impact on the correctness rate of its answer and the learning success. As part of the study, the interactive learning videos in which the questions are placed are used as teaching materials with a class. The pupils have been working with the videos for around one month and some interesting results could be obtained. It is shown that questions which are asked too early in the videos are answered incorrectly more often than other questions. This manuscript also recommends an adequate positioning of the first question in learning videos. The new hypothesis that the length of intervals between popping up questions plays a minor role at rather short learning videos is constructed in this publication. Moreover, the positive impact on the long-term learning success of the participants of learning videos is determined.
It is widely known that interaction, as well as communication, are very important parts of successful online courses. These features are considered crucial because they help to improve students’ attention in a very significant way. In this publication, the authors present an innovative application, which adds different forms of interactivity to learning videos within MOOCs such as multiple-choice questions or the possibility to communicate with the teacher. Furthermore, Learning Analytics using exploratory examination and visualizations have been applied to unveil learners’ patterns and behaviors as well as investigate the effectiveness of the application. Based upon the quantitative and qualitative observations, our study determined common practices behind dropping out using videos indicator and suggested enhancements to increase the performance of the application as well as learners’ attention.
It is clear that a system known as selective attention is the most crucial resource for human learning (Heinze et al. 1994). Due to this fact a web based information system is developed to support the attention of the watchers of a learning video. This is done by enriching the video with different forms of interactions. Among others there are interactions presenting multiple-choice questions at predefined positions in the video as well as randomly occurring interactions displaying general questions, which are not content related. To gain a basic plan which points out how to distribute the interactions over the video the usage of the information system at a lecture is analyzed. For that on the one hand some feedback of the users is provided and on the other hand an objective analysis of the results of the multiple-choice questions is done by evaluating their time of occurrence in the video.
Learning videos are currently more and more in use because of the evolving trend of so-called MOOCs (Massive Open Online Courses) (Khalil & Ebner, 2013). However learning videos have only a consuming character due to the fact that they are of passive nature. According to Carr-Chellman & Duchastel (2000) interaction as well as communication are key features of a successful online course. Because of that a web based information system has been developed to support learning videos with different forms of interac- tion (Ebner et al., 2013). It is obvious that such an information system has to be easily useable and due to that this research study presents the development process of a suitable User Interface (UI). The associated usability study as well as the field study point out that the design approach is generally working and also identified some components to improve.
Due to the fact that students’ attention is the most crucial resource in a high-quality course it is from high importance to control and analyze it. This could be done by using the interaction and the communication because they are known as valuable influencing factors of the attention. In this publication we introduce a web-based information system which implements an attention-profiling algorithm for learning-videos as well as live-broadcastings of lectures. For that different methods of interaction are offered and analyzed. The evaluation points out that the attention profiling algorithm delivers realistic values.
In general videos have a more or less consuming character without any interaction possibilities. Due to this fact a web-based application is developed which offers different methods of communication and interaction to a certain learning-video. This should help attendees to avoid that they become tired and annoyed. The lecturer is able to use interactions to omit whether learners are able to understand the content of the video. For instance the developed web-application offers the possibility to add multiple-choice-questions at predefined positions. Furthermore there are many different kind of analysis as for example a detailed attention-profile. In this publication the implementation of a first prototype is described as well as a first field study which points out that learners? interactions and engagements increased arbitrarily.
Videos sind meist reine Konsumationsmedien ohne weitere Interaktion. Aus diesem Grund wird eine Web-Anwendung entwickelt, welche es ermöglicht, verschiedene Formen der Interaktion und Kommunikation während dem Betrachten eines Videos bereitzustellen. Dies soll den Teilnehmerinnen und Teilnehmern helfen, den sogenannten “Berieselungseffekt” zu vermeiden. Die bzw. der Vortragende sollte mit Hilfe der Interaktionen feststellen können, ob die Teilnehmer/innen die Lerninhalte verstehen. Die entwickelte Web-Anwendung bietet unter anderem die Möglichkeit, Multiple-Choice-Fragen zu bestimmten Zeitpunkten in das Video einzubetten. Außerdem stehen viele Analysemöglichkeiten wie zum Beispiel ein genaues Aufmerksamkeitsprofil zur Verfügung. Eine erste Evaluation zeigt eine rege Teilnahme an den Interaktionen.
Human learning processes are strongly depending on attention of each single learner. Due to this fact any measurement helping to increase students’ attention is from high importance. Till now there are some developments called Audience-Response-Systems only available for face-to-face education even for masses. In this publication we introduce a web-based information system which is also usable for online-systems. Students’ attention will be conserved based on different interaction forms during the live stream of a lecture. The evaluation pointed out that the system helps to enlarge the attention of each single participant.