On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
1. 1
S C I E N C E n P A S S I O N n T E C H N O L O G Y
u www.tugraz.at
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
On Using Learning Analytics
to Track the Activity of
Interactive MOOC Videos
2. 22
Graz University of Technology
• Europe, Austria, Graz
• http://www.tugraz.at
• http://elearningblog.tugraz.at
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
4. 44
Content
1. Motivation
2. Related Work
3. Interactions in Learning Videos
4. Evaluation
5. Summary
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
5. 55
Motivation
• interaction and communication are very important
influencing factors of students' attention
• attention is considered as the most crucial resource
for human learning
• it is from high importance to understand and to
analyze it
• learning analytics plays a major factor in enhancing
learning environments components
• reflecting and benchmarking the whole learning
process
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
6. 66
Related work
• other interactive video tools
• Youtube
• Zaption
• EdTed
• …
• real-world pendant: audience response system
• has the power to enhance students‘ attention and
participation
• the addition of interactivity to learning videos tries to
generate similar benefits
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
7. 77
Interactions in Learning Videos
• web-based information system called LIVE
• registered and authenticated users
• different methods of interaction
• automatically asked questions and captchas
• questions to the lecturer by the learners
• asking text-based questions to the attendees live or at
pre-defined positions
• multiple-choice questions at pre-defined positions
• different possibilities of analysis
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
8. 88
Video interrupted by a multiple-choice
question
1. paused video is
overlaid by an
interaction
§ to resume playing, it
is required to
respond to the
interaction
2. control elements on
the right side of the
video
§ invoke interactions
manually
§ ask a question to the
teacher
Interactions in Learning Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
9. 99
Timeline Analysis
• number of users (green) and views (red)
• exact values on mousehover
Interactions in Learning Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
10. 1010
Watched Parts per User
• marks each watched part with a bar
• time of joining and leaving in relative and absolute
values on mousehover
Interactions in Learning Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
11. 1111
Evaluation
• MOOC – Maker Day for School Children
• Using Log File of LIVE
• Exploratory Analysis and Visualizations
• Examining effeciency and weak-points.
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
12. 1212
Evaluation – Delay of Response
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Delay of Response
Ø Certified students took less time than the
others in answering the questions.
13. 1313
Evaluation – Delay of Response
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
More time
answering
questions
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Evaluation – Delay of Response
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Non-certified
holds more
outliers
15. 1515
Evaluation – Timing of the Questions
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Timing of the Questions
Ø We wanted to infer the relevance timing of the first
question to describe the drop rate during videos.
Ø Students drop after 15% of the videos.
Ø Most students who watch 20%, keep watching the
whole video
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Evaluation – Timing of the Questions
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Limited drop ratio
1st Question,
should be in the
high-drop rate
area. (0-10%)
17. 1717
Evaluation – Timing of the Questions
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Colored points depict distinct
watchers count of each week
video.
Grey points indicates number
of views.
Week1-3 shows more views
per user
Last two weeks,
views=watchers
18. 1818
Evaluation – Total Activity
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Total Activity of the Videos
Ø Counting no. Of plays,stops and fully watched.
Ø Activity was high in Week1,Week3 & Week5.
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Evaluation – Total Activity
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Highly active
because of the
topic
20. 2020
Summary
• an interactive video platform presenting videos of
a MOOC
• an evaluation of this system to examine its
performance and describe the behavior of
students
• the main concept behind latching on the students'
attention becomes attainable through evaluating
the questions' content and the interactions timing
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
21. 2121
Thank you for your attention!
• Josef Wachtler, josef.wachtler@tugraz.at
• Mohammad Khalil, mohammad.khalil@tugraz.at
• Behnam Taraghi, b.taraghi@tugraz.at
• Martin Ebner, martin.ebner@tugraz.at
Graz University of Technology
Educational Technology
Münzgrabenstraße 35a, 8010 Graz, Austria – Europe
http://elearningblog.tugraz.at
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner