SELF-TEST INTEGRATION IN LECTURE VIDEO ARCHIVES
Hasso Plattner Institute (GERMANY)
About this paper:
Appears in: ICERI2015 Proceedings
Publication year: 2015
Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain
Abstract:Lecture video archives offer hundreds of lectures. Students have to watch lecture videos in a lecture archive without any feedback. They do not know if they understood everything correctly in comparison to MOOCs (Massive Open Online Course) where a direct feedback with self-tests or assignments is common. In contrast to MOOCs, video lecture archives normally do not offer self-test or assignment sections after every video. Due to this behavior of lecture archives questions have to be made visible on the video page. Furthermore, lecture videos are typically longer than in MOOCs. So, it is not so reasonable and sometimes even demotivating to ask a lot of questions after a long video when not all information is already memorized by the student.
To handle these problems this approach deals with integrated self-tests in the video player of lecture archives. The idea is to show questions during the video at certain video time stamps after the related topic of the question was described. So the user can get instant feedback based on the current lecture content and will not get bored because of the interactivity during the lecture playback. When a question is placed at a certain time the video is paused and the question will overlay the video. This behavior can be controlled by the student. Hence, no self-tests will be shown if the student already saw these self-tests which otherwise could be disturbing for the student. If this is the case the user can deactivate the self-test feature in the player. Possible question types in this approach are multiple answers, single answer or free text answer.
To validate the acceptance of the feature by users’ student answers were analyzed and students of the video lecture archive were asked to complete a survey to evaluate this feature. The overall feedback of the students is positive and they predominantly like the learning support with interactive questions during the video. Furthermore, it motivates the students to go on watching the lecture when they are able to test their knowledge directly.
As a result the MOOC-like enhancement of the learning experience in video lecture archives is reasonable. This in-player feature enhances the learning experience and motivation of students using video lecture archives as e-learning resource.
Keywords: Self-test, e-learning, assessment, user feedback, lecture video archive.