How video production affects student engagement: an empirical study of MOOC videos

Philip J. Guo, Juho Kim, Rob Rubin
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引用次数: 1609

Abstract

Videos are a widely-used kind of resource for online learning. This paper presents an empirical study of how video production decisions affect student engagement in online educational videos. To our knowledge, ours is the largest-scale study of video engagement to date, using data from 6.9 million video watching sessions across four courses on the edX MOOC platform. We measure engagement by how long students are watching each video, and whether they attempt to answer post-video assessment problems. Our main findings are that shorter videos are much more engaging, that informal talking-head videos are more engaging, that Khan-style tablet drawings are more engaging, that even high-quality pre-recorded classroom lectures might not make for engaging online videos, and that students engage differently with lecture and tutorial videos. Based upon these quantitative findings and qualitative insights from interviews with edX staff, we developed a set of recommendations to help instructors and video producers take better advantage of the online video format. Finally, to enable researchers to reproduce and build upon our findings, we have made our anonymized video watching data set and analysis scripts public. To our knowledge, ours is one of the first public data sets on MOOC resource usage.
视频制作如何影响学生参与度:MOOC视频的实证研究
视频是一种广泛使用的在线学习资源。本文提出了视频制作决策如何影响学生参与在线教育视频的实证研究。据我们所知,我们的研究是迄今为止规模最大的视频参与研究,使用的数据来自edX MOOC平台上四门课程的690万次视频观看。我们通过学生观看每个视频的时间长短以及他们是否尝试回答视频后的评估问题来衡量参与度。我们的主要发现是,较短的视频更吸引人,非正式的谈话视频更吸引人,可汗风格的平板电脑绘画更吸引人,即使是高质量的预先录制的课堂讲座也可能不适合吸引人的在线视频,学生对讲座和辅导视频的兴趣不同。基于这些定量调查结果和对edX员工访谈的定性见解,我们提出了一套建议,以帮助教师和视频制作人更好地利用在线视频格式。最后,为了使研究人员能够复制和建立我们的发现,我们已经公开了我们的匿名视频观看数据集和分析脚本。据我们所知,我们的数据集是关于MOOC资源使用的首批公开数据集之一。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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