Instructors Desire Student Activity, Literacy, and Video Quality Analytics to Improve Video-based Blended Courses

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI:10.1145/3330430.3333618

Matthew Fong, Samuel Dodson, N. M. Harandi, Kyoungwon Seo, Dongwook Yoon, Ido Roll, S. Fels

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引用次数: 6

Abstract

While video becomes increasingly prevalent in educational settings, current research has yet to investigate what feedback instructors need regarding their students' engagement and learning despite video technologies being equipped to provide viewing analytics and collect student feedback. In this paper we investigate instructors' requirements from video analytics. We used a Grounded Theory Approach and interviewed 16 instructors who teach using video to determine the advantages for using video in their teaching and the different requirements for analytics and feedback in their existing practice. Based on our analysis of the interviews, we found three categories of information that instructors want to inform their teaching. Instructors are looking to see if their students have watched their videos, how much they understood in those videos, and how useful the videos are to the students. These categories provide the foundations and design implications for instructor-centric educational video analytics interfaces.

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教师渴望学生的活动、读写能力和视频质量分析来改进基于视频的混合课程

虽然视频在教育环境中变得越来越普遍，但目前的研究尚未调查教师需要什么样的反馈，以提高学生的参与度和学习，尽管视频技术已经配备了观看分析和收集学生反馈。本文从视频分析的角度研究了教师的需求。我们使用了扎根理论方法，采访了16位使用视频教学的教师，以确定在教学中使用视频的优势，以及他们在现有实践中对分析和反馈的不同要求。根据我们对访谈的分析，我们发现教师希望为其教学提供三类信息。教师们想看看他们的学生是否看过他们的视频，他们在这些视频中理解了多少，以及这些视频对学生有多有用。这些类别为以教师为中心的教育视频分析界面提供了基础和设计含义。

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Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale

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