Learning fromVideos in Open Online Educationweb.mit.edu/xtalks/VanDerZee-xTalk-4-12-17.pdf · (Web...

Universiteit Leiden. Bij ons leer je de wereld kennen.ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing

Learning from Videosin Open Online Education

Tim van der ZeeEmail: t.van.der.zee@iclon.leidenuniv.nl

Twitter: @Research_Tim

Website & Blog: www.timvanderzee.com

Videos in online education

• Videos typically are the core content (Guo, Kim, & Rubin, 2014; Liu et al., 2013)

• Students plan to watch all of the videos(Campbell, Gibbs, Najafi, & Severinski, 2014)

• Students spend most of their time watching videos (Seaton, Bergner, Chuang, Mitros, & Pritchard, 2014)

Learning from videos1. Video characteristics2. Student characteristics3. Context characteristics

Factors influencing dwelling time• Video drop-outs are very common.

• Drop-outs occur around peaks (e.g., transitions, tutorial steps, questions)

Factors influencing dwelling time

1. First view or re-watching

2. Video length

3. Learning goal (e.g., knowledge, procedural tutorial)

4. Production style (e.g., screencast, lecture, talking face)

5. In-video questions

6. Information density and complexity

Sense-making• Question: What does dwelling time mean?

Higher dwelling time means …

1. … students are more engaged2. … students learn more3. … the video quality is higher4. … the content quality is higher5. … something else?

(A) Students who are more engaged(B) Will spend more time watching videos

Even if A leads to B, observing B does not allow us to conclude A.

Factors influencing dwelling time• Notes:

• Video drop-outs are very common.

2. Video length

Factors influencing dwelling time• Notes:

• Video drop-outs are very common.

2. Video length

• 104 videos from 5 MOOCs• 1.5 million watching episodes• 22.44% explained variance

“Explaining Student Behavior at Scale: The Influence of Video Complexity on Student Dwelling Time.”

Van der Sluis, F., Ginn, J., & Van der Zee, T. (2016).

In Proceedings of the Third (2016) ACM Conference on Learning@ Scale

Video characteristics• Transcript complexity

Video characteristics• Transcript complexity• Instructional design complexity

• Consistent with human cognitive architecture

• Consistent with human cognitive architecture• Limited resources (attention)

• Interference (during initial processing, and recalling)

• Task demands & benefits

Instructional design guidelines

1. Reduce irrelevant information

2. Segment complex information

3. Use attentional cues

4. Reduce split-attention effects

Learning from videos1. Video characteristics

• Information complexity• Visual complexity

2. Student characteristics?

Student characteristics1. From all over the world

Student characteristics1. From all over the world2. But: Western countries overrepresented

Student characteristics1. From all over the world2. But: Western countries overrepresented3. Language barrier might play a substantial role?

(Nesterko et al., 2013)

Student characteristics1. From all over the world2. But: Western countries overrepresented3. Language barrier might play a substantial role?

(Nesterko et al., 2013)

Availability vs Accessibility

To Sub or not to Sub

To Sub or not to Sub• Practical solution & official guideline

(Web Content Accessibility Guidelines)

• Second language learning(Baltova, 1999; Chung, 1999; Markham, 1999;

Winke,Gass, & Sydorenko, 2013)

• Second language learning(Baltova, 1999; Chung, 1999; Markham, 1999;

Winke,Gass, & Sydorenko, 2013)

• Content learning(Kalyuga et al., 1999; Mayer, Heiser, & Lonn, 2001;

Harskamp, Mayer, & Suhre, 2007; Mayer & Moreno, 1998, 1999)

Results

• Visual complexity

• Subtitles

• Language proficiency

Results

• Visual complexity: -0.62 (d = 0.31)

• Subtitles

Results

• Subtitles: 0.04 (d = 0.02)

Results

• Subtitles: 0.04 (d = 0.02)

• Language proficiency: -0.55 (d = 0.27)

Results

• Subtitles: 0.04 (d = 0.02)

• Language proficiency: -0.55 (d = 0.27)

van der Zee, T., Admiraal, W., Paas, F., Saab, N., & Giesbers, B. (2017).

Effects of subtitles, complexity, and language proficiency on learning from

online education videos. Journal of Media Psychology.

2. Student characteristics• Language proficiency

3. Context characteristics?

Context characteristics

Context characteristics• Videos are passive

Context characteristics• Videos are passive• So add active learning?

Context characteristics• Videos are passive• So add active learning?• Goal-orientated practice

“To learn a thing,

you have to repeatedly do the thing.”

• Retrieval practice!1. Write a summary2. Read a summary3. Control

• Retrieval practice! But now in the videos

• Retrieval practice! But now in the videosPilots results:1. Students like in-video questions

• Retrieval practice! But now in the videosPilots results:1. Students like in-video questions2. Answering in-video questions enhances performance

• Retrieval practice! But now in the videosPilots results:1. Students like in-video questions2. Answering in-video questions enhances performance3. Active students are active students

Learning from Videosin Open Online Education

Tim van der ZeeEmail: t.van.der.zee@iclon.leidenuniv.nl

Twitter: @Research_Tim

Website & Blog: www.timvanderzee.com

Learning fromVideos in Open Online Educationweb.mit.edu/xtalks/VanDerZee-xTalk-4-12-17.pdf · (Web...

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