Increasing Learning Efficiency and Quality of Students Homework by Attendance Monitoring and Polls at Interactive Learning Videos

S C I E N C E P A S S I O N T E C H N O L O G Y
www.tugraz.at
Increasing Learning Efﬁciency and
Quality of Students Homework by
Attendance Monitoring and Polls
at Interactive Learning Videos
Josef Wachtler, Marco Scherz and Martin Ebner
Educational Technology - TU Graz
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Content
1. Introduction
2. LIVE: Interactive Video Platform
3. Course Design
4. Evaluation
5. Discussion
6. Outlook & Conclusion
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
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Graz University of Technology
Educational Technology
Working Group Sustainable Construction, Institute of
Technology and Testing of Construction Materials
Europe, Austria, Graz
http://www.tugraz.at
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Introduction
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Introduction
Motivation
attention is heavily inﬂuenced by interaction and
communication in all forms and directions
selective attention is the most crucial resource for
human learning
supporting and managing this attention enhances
both, behavioral and neuronal performance
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Introduction
Why Interactions?
missing interactions are leading to passive learners
and to a much more surﬁcial work
avoid that learners become tired or annoyed
increase the attention and the contribution
feedback for teachers:
Is it possible for the learners to follow the content?
Is the speed appropriate?
...
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Introduction
Research Question
increasing the efﬁciency and quality of the students’
homework using learning videos
RQ: How can interactive components added to
learning videos be used to support the work of
students and analyse this work?
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LIVE: Interactive Video Platform
Interactive Video Platform
LIVE: Live Interaction in Virtual learning
Environments
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Interactive Components in Videos
different methods of interaction:
automatically asked questions and captchas
asking questions to the lecturer
asking text-based questions to the attendees
multiple-choice questions at pre-deﬁned positions
analysis features for the teacher
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Video is Interrupted by a MC-Question
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Post-Video Polls
polls are displayed immediately after students stop
watching the video
detailed analysis
bar chart
individual answers
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Post-Video Poll Analysis
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Attendance Monitoring
registered and authenticated users
for each student who attends a video the following
values are recorded
Absolute time of joining (e.g. 2018-05-11
13:45:27)
Relative time of joining (e.g. 00:00)
Absolute time of leaving (e.g. 2018-05-11
13:48:49)
Relative time of leaving (e.g. 03:22)
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Timeline Analysis
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List of All Attendees
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User Details
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Calculation of an Attention-Level
calculation of an attention-level which is based on the
reaction-times of the attendees to the interactions
maxim: if the attendee reacts slower the
attention-level decreases
result ranges from 0% (completely absent) to 100%
(fully attentive)
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Course Design
Course Design
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Course Design
Setting
course: “Building Materials Basics - Laboratory
Practicals”
second semester
bachelor program for “Civil Engineering Sciences
and Construction Management”
8 subjects of practical demonstrations
16 groups (two groups/videos per subject)
each group is responsible for one demonstration
comparative evaluation of each pair of videos using
the post-video polls
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Course Design
Flow of Events
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Evaluation
Evaluation
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Evaluation
Attention-Level
the degree of attention is very high for most students
average of the attention-levels per video is between
94% and 97%
small number of students had an attention level below
70%
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Evaluation
Comparison of Students
student 1: slow reaction
student 2: fast reaction
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Evaluation
Multiple-Choice Questions
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Evaluation
Post-Video Polls
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Evaluation
Post-Video Polls
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Evaluation
Post-Video Polls
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Discussion
Discussion
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Discussion
Learning Efﬁciency
students show a better grade point average after than
before using LIVE
students were aware that the teachers were analyzing
their level of attention to see if they watched the
videos in a single sequence and answered the
questions within a normal timeframe
students were strongly motivated to watch the videos
to their ends and in a single sitting
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Discussion
Competing Students
students were informed early that two different groups
would have to submit one video for the same subject
comparison with the post-video polls
extra points for higher ratings
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Outlook & Conclusion
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Outlook
embed the interactive videos provided by LIVE in the
learning management system of the university
an LTI (Learning Tools Interoperability) provider has
been implemented for LIVE
students will no longer be required to register and
authenticate at LIVE
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Conclusion
the attention-levels of students while watching videos
and the quality of the videos submitted by students
can be evaluated
a web-platform records the time of watching of each
individual student and adds some interactive
components
the time required to evaluate the practical part of the
exercise has been optimized
intensifying engagement with the videos, raising
attention-levels, and increasing motivation to create
higher-quality videos by comparatively assessing the
videos
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Thank you ...
... for your attention!
Questions?
Josef Wachtler, josef.wachtler@tugraz.at
Marco Scherz, marco.scherz@tugraz.at
Martin Ebner, martin.ebner@tugraz.at
Graz University of Technology
Educational Technology
M¨unzgrabenstraße 35A, A-8010 Graz
http://elearningblog.tugraz.at
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