Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course

Authors

  • Michail N. Giannakos Norwegian University of Science and Technology (NTNU)
  • Konstantinos Chorianopoulos
  • Nikos Chrisochoides

DOI:

https://doi.org/10.19173/irrodl.v16i1.1976

Keywords:

open learning, open universities, online learning

Abstract

Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video navigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons learned for further development and refinement of video-assisted courses and practices.

Author Biography

Michail N. Giannakos, Norwegian University of Science and Technology (NTNU)

Michail N. Giannakos is an Associate Professor at the Department of Computer and Information Science, Norwegian University of Science and Technology (NTNU). His research interests focus on the design and study of emerging technologies and pedagogies in online and hybrid education settings, and their relationship to student and instructor experiences and practices. His research interests center on making sense of users experiences and practices in order to redesign and optimize the education settings and systems. His goal is to understand why and how learners and scholars use technologies in the ways that they do. Dr. Giannakos has developed and experimented with learning environments since 2008, and since that time has single- or co-authored more than fifty manuscripts published in peer-reviewed journals and conferences. He has worked at several research projects funded by diverse sources like EC, Microsoft Research, NSF and Cheng Endowment; Giannakos is also a recipient of an ERCIM/Marie Curie fellowship.
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Published

2015-01-20

How to Cite

Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2015). Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course. The International Review of Research in Open and Distributed Learning, 16(1). https://doi.org/10.19173/irrodl.v16i1.1976

Issue

Vol. 16 No. 1 (2015)

Section

Research Articles

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