VUER: A model for rating videos to curate content for learning
Tóm tắt
Videos are an engaging medium for learning as they provide affordances beyond text or audio-only, thereby allowing the creator more flexibility for content generation. Easy access to videos on the Web and their popularity within everyday discourse has made them an accepted medium for teaching and learning. However, this increase in the availability of videos makes it challenging for an instructor, teacher, or learner to assess their viability for learning. Each search can lead to thousands of videos on a given topic. Although content platforms and search engines use a range of data and algorithms for the recommendation, these are not tailored to recommend video content specifically for learning. In this paper, we present and test a theoretically motivated model to rate videos on their potential to support learning goals. Visual Appeal, Understanding of Content, Engagement with Topic, and Recommendation Preference (VUER) are the four components of our proposed model. We assess the model on two content areas, Big Data and Augmented Reality, using videos from the TED (Technology, Entertainment, and Design) platform. Using crowdsourcing, we collect ratings for items in the VUER model and assess effectiveness through the correlation between 1) model elements and self-reported learning and 2) the rank of a video in the TED search and self-reported learning. Results show that the VUER model ratings of videos strongly correlate with the expected learning gain of the users for videos on both topics. The expected learner ranking and observed TED ranking of videos do not necessarily align, suggesting that the ranking on platforms such as TED is not a direct fit to judge the teachability of the video content. Thus, there is a need to create personalized systems to support online video curation tasks for learners and teachers.
Tài liệu tham khảo
Allen Moore, W., & Russell Smith, A. (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behaviour of student physical therapists. Innovations in Education and Teaching International, 49(4), 401–414.
Almatrafi, O., & Johri, A. (2017). Showing and telling: response dynamics in an online community of makers. In 2017 Proceedings of Computer-Supported Collaborative Learning (CSCL), Philadelphia, PA, International Society of the Learning Sciences (pp. 605–608).
Brame, C.J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.
Castro, M.D.B., & Tumibay, G.M. (2021). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367–1385. https://doi.org/10.1007/s10639-019-10027-z.
Chintalapati, N., & Daruri, V.S.K. (2017). Examining the use of youtube as a learning resource in higher education: Scale development and validation of tam model. Telematics and Informatics, 34(6), 853–860.
Covington, P., Adams, J., & Sargin, E. (2016). Deep neural networks for youtube recommendations. In Proceedings of the 10th ACM Conference on Recommender Systems, Association for Computing Machinery, New York, NY, USA, RecSys ’16, p 191–198. https://doi.org/10.1145/2959100.2959190.
Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in moocs: Scale development and validation. British Journal of Educational Technology, 51(1), 245–262.
Guo, P.J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference, pp 41–50.
Hayward, P.A. (2017). Incorporating ted talk assignments into a public-speaking course. Communication Teacher, 31(4), 239–244.
Hegeman, J.S. (2015). Using instructor-generated video lectures in online mathematics courses improves student learning. Online Learning, 19 (3), 70–87.
Hsin, W.J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253–259.
Johri, A. (2021). Lifelong and lifewide learning for the perpetual development of expertise in engineering. European Journal of Engineering Education, 1–15.
Kay, R.H. (2012). Exploring the use of video podcasts in education: a comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831.
Kelley, P.G., Bresee, J., Cranor, L.F., & Reeder, R.W. (2009). A“ nutrition label” for privacy. In Proceedings of the 5th Symposium on Usable Privacy and Security, pp 1–12.
Le, H.T., & Johri, A. (2021). Engineers’ situated use of digital resources to augment their workplace learning ecology. In 2021 IEEE Frontiers in Education Conference (FIE), IEEE. pp. 1-8.
Lloyd, S.A., & Robertson, C.L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39(1), 67–71.
MacHardy, Z., & Pardos, Z.A. (2015). Evaluating the relevance of educational videos using bkt and big data. International Educational Data Mining Society.
Mayer, R.E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423.
O’Brien, H.L., Cairns, P., & Hall, M. (2018). A practical approach to measuring user engagement with the refined user engagement scale (ues) and new ues short form. International Journal of Human-Computer Studies, 112, 28–39.
Owston, R.D. (1997). Research news and comment: The world wide web: A technology to enhance teaching and learning?. Educational Researcher, 26(2), 27–33.
Palaigeorgiou, G., & Papadopoulou, A. (2019). Promoting self-paced learning in the elementary classroom with interactive video, an online course platform and tablets. Education and Information Technologies, 24(1), 805–823. https://doi.org/10.1007/s10639-018-9804-5.
Potosky, D., & Bobko, P. (1998). The computer understanding and experience scale: a self-report measure of computer experience. Computers in Human Behavior, 14(2), 337–348.
Rackaway, C. (2012). Video killed the textbook star?: Use of multimedia supplements to enhance student learning. Journal of Political Science Education, 8(2), 189–200.
Romanelli, F., Cain, J., & McNamara, P.J. (2014). Should ted talks be teaching us something?. American Journal of pharmaceutical Education 78(6).
Romiszowski, A.J. (1981). Designing instructional systems: Decision making in course planning and curriculum design. psychology press, google-Books-ID: Lhhwz3jF_7AC.
Schwartz, D.L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. Video Research in the Learning Sciences 335–348.
Seo, K., Dodson, S., Harandi, N.M., Roberson, N., Fels, S., & Roll, I. (2021). Active learning with online video: The impact of learning context on engagement. Computers & Education, 165, 104132. https://doi.org/10.1016/j.compedu.2021.104132. https://www.sciencedirect.com/science/article/pii/S0360131521000099.
Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56–59.
Shoufan, A. (2019a). Estimating the cognitive value of youtube’s educational videos: a learning analytics approach. Computers in Human Behavior, 92, 450–458.
Shoufan, A. (2019b). What motivates university students to like or dislike an educational online video? A sentimental framework. Computers & Education, 134, 132–144. https://doi.org/10.1016/j.compedu.2019.02.008. https://www.sciencedirect.com/science/article/pii/S0360131519300375.
Stockwell, B.R., Stockwell, M.S., Cennamo, M., & Jiang, E. (2015). Blended learning improves science education. Cell, 162(5), 933–936.
Tadbier, A.W., & Shoufan, A. (2021). Ranking educational channels on YouTube: Aspects and issues. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10414-x.
Tan, E., & Pearce, N. (2011). Open education videos in the classroom: exploring the opportunities and barriers to the use of youtube in teaching introductory sociology. Research in Learning Technology 19.
Tarchi, C., Zaccoletti, S., & Mason, L. (2021). Learning from text, video, or subtitles: A comparative analysis. Computers & Education, 160, 104034. https://doi.org/10.1016/j.compedu.2020.104034, https://www.sciencedirect.com/science/article/pii/S0360131520302323.
Tsai, C.C. (2004). Beyond cognitive and metacognitive tools: The use of the internet as an ‘epistemological’tool for instruction. British Journal of Educational Technology, 35(5), 525–536.
Tsybulsky, D. (2020). Digital curation for promoting personalized learning: a study of secondary-school science students’ learning experiences. Journal of Research on Technology in Education, 52(3), 429–440.
Verhaart, M. (2012). Curating digital content in teaching and learning using wiki technology. In 2012 IEEE 12th International Conference on Advanced Learning Technologies. IEEE, pp 191–193.