Video Lectures Research Articles

SpeeKG: 온라인 강의 영상 추천을 위한 지식그래프 기반 의미적인 음성 번역 기법

The COVID-19 pandemic has led to a surge in the number of online educational videos available to learners. However, manually extracting topics from these videos can be time-consuming and inefficient. In this paper, we introduce SpeeKG, a system that automatically translates transcripts from educational videos into concept maps, providing a structural and conceptual knowledge. We evaluated our system using real-world lecture videos collected from a popular video-sharing platform in terms of inter-annotator agreement. Our results demonstrate the potential of SpeeKG to facilitate efficient and accurate topic extraction from educational videos.

Adoption of the PICRAT Model to Guide the Integration of Innovative Technologies in the Teaching of a Linguistics Course

Due to the pandemic, more and more innovative technologies have been integrated into language education for blended and online learning. However, teachers often feel overwhelmed by various available technologies, and they need a framework that will guide them to integrate innovative technologies into their teaching effectively. This paper reports on the adoption of the PICRAT model that guided the integration of innovative technologies in the teaching of an undergraduate level linguistics course. The PICRAT model is a pedagogical framework for technology integration in education: students’ relationship with technology can be passive, interactive, and creative (PIC), and teachers’ use of technologies may replace, amplify, and transform (RAT) traditional practices. Guided by the PICRAT model, a wide range of innovative e-learning tools/resources were adopted in the course, such as VR applications, Flipgrid video sharing, EdPuzzle interactive video lectures, and Wikibook project. A total of 105 students participated in the course, and a questionnaire survey and follow-up interviews were conducted to collect students’ feedback regarding the adoption of the PICRAT model in the course. The findings suggest that by systematically adopting various technologies to replace, amplify, and transform traditional practices, the teacher managed to turn students from passive learners into interactive and creative learners, leading to enhanced student performances and satisfactory learning outcomes.

Riset Hadis Berbasis Multimedia

<p>This research discusses multimedia-based hadith research in the reception study of living hadith studies in the form of film media. Muslim individuals in the current era are increasingly exploring religious teachings through social media, especially on YouTube. This phenomenon makes contemporary Muslim scholars convey religious teachings more in the form of video lectures and even package them more interestingly in the form of films that contain Islamic teaching values. Mapping multimedia-based hadith research, one of which focuses on the soap opera "Taqdir Divine Test from Allah" which attempts to portray a model of hadith mediatization packaged in the form of a religious soap opera. This article tries to explain the phenomenon of living hadith receptions presented from multimedia-based hadith research into film shows, including "Papi and Kacung, "The Santri", and "Kaya But Missqueen", the substance of which comes from the words of the Prophet Muhammad Saw. This research uses a qualitative method with direct observation in watching the soap opera film as a primary source and uses a literature study approach as a secondary source regarding topics related to this research. The results of the research show that this research was conducted to examine the trend model for multimedia-based hadith reception in soap operas in Indonesia. This research produces; First, the scenes played by soap opera actors illustrate the hadith in a concrete way so that the wider community can learn from it. Second, soap operas from films perceive hadith exegetically, aesthetically and functionally. Third, the hadith packaged in the form of a soap opera does not fully represent the reality of the hadith, but is sufficient as an alternative for the public to understand the hadith practically and can be used as a reference as a learning and moral education tool so that the positive values contained in the film can be understood by each individual with Good.</p>

DOES VIDEO BELONG IN L2 ACADEMIC LISTENING TESTS? STAKEHOLDERS’ PERCEPTIONS ABOUT TEST DIFFICULTY, AUTHENTICITY, AND MOTIVATION

ABSTRACT Whether visual information belongs in second language (L2) listening tests has long been a subject for scholarly debate, with L2 learners’ performance on and perceptions of video-based tests being the primary sources of evidence. The research into L2 teachers’ perceptions, however, is scarce, as is the research into stakeholders’ views of content visuals, such as a graph or diagram, in a listening assessment construct. This study sought to bridge these gaps by exploring stakeholders’ perceptions of audio-only vs. video-based academic listening tests, the latter featuring a combination of context (e.g. the speaker’s posture) and content (e.g. a graph) visuals. The questionnaire data from 143 English-as-a-second-or-foreign language (ESL/EFL) learners and 310 ESL/EFL teachers showed that both the learners and the teachers generally found video lectures to be less difficult, more motivating, more authentic, and suitable for high-stakes L2 academic listening tests. Although most stakeholders favored video-based lectures, wide variation among the learners’ and teachers’ perceptions suggests that some stakeholders had reservations about the role of videos in listening tests. These findings are discussed in the light of their implications for the assessment construct of L2 academic listening.

Flipped classroom approach to global outreach: cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents.

To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States. Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018. Residents were instructed to watch a pre-class video lecture prior to the in-class-case-based activity. Content tests (5 Ophthalmic Knowledge Assessment Program style questions) and surveys were administered before and after the classroom sessions (100% response rate). These results were compared to that of an American cohort who were taught the same content. The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents (92% vs 55%, P=0.04) and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style (P-values between 0.008 and <0.001). In both Chinese and American cohorts, we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session (P=0.025 for Chinese residents; P=0.001 for US residents), whereas scores in both groups for the esotropia course did not significantly improve. This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting. The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge. Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings. Finally, the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19, although such a format requires further study.

지구과학 동영상 강의 학습 중 동영상 유형에 따른 초등 예비교사의 Mind Wandering

Objectives This study examines the attention of elementary school pre-service teachers according to the two types of lectures, Picture-In-Picture (PIP) and Lecture Capture (LC), while watching science video lecture s using a eye-tracking device. Mind Wandering (MW) was collected and analyzed for this purpose.&#x0D; Methods The participants were 18 pre-service teachers (12 women, 6 men), and the task was a video lecture for a university earth science education lecture, and the theme was a lecture on how to guide the rotation of the earth, orbit, and phase change of the moon to elementary school students. Data were collected with the Tobii Pro Spectrum eye- tracking device, and when sections with a fixed duration of 400 ms or more lasted for more than 2 seconds were determined as the MW section. The MW was analyzed according to two image types. Attention and MW inducing factors were identified through interviews and screen analysis.&#x0D; Results As a result, it was found that the LC type had a shorter MW Duration due to a significant difference than the PIP type. This suggests that the LC type is more effective in maintaining the learner's attention than the PIP type. The gaze plot during MW shows a phenomenon in which gaze movement is fixed to one place, and in the LC type, gaze fixing to the instructor was remarkable. During video lectures, factors such as repeated explanations, static screens, difficulty of learning tasks, and task familiarity were identified as factors that could cause MW. In addition, pre-service teachers preferred the LC type to the PIP type.&#x0D; Conclusions Developing video lectures in LC type will help maintain attention, and the design of video lectures should avoid repeated explanations, static screens, high-level cognitive load presentations, and learning tasks that can cause students to get tired of, and should be developed to continuously provide visual or auditory stimuli.

Virtual Reality as a Medium of Asynchronous Content Delivery for Teaching about Enzymes

Self-study is an integral part of chemistry learning, whereby the students consume knowledge outside of the classroom environment. The COVID-19 pandemic magnified the need for efficient methods of synchronous and asynchronous instructional content delivery worldwide. Virtual reality (VR) presents a prospective technological solution to aid asynchronous content delivery, particularly for visual subjects such as chemistry. We investigate the feasibility of using carefully designed VR-based content to assist offline instruction about enzymes and the differences in their types. They are an essential concept in biochemistry due to their comprehensiveness and the similarities between their amino acid sequences responsible for their different functions. We compare the efficacy of VR-aided self-study against self-study assisted by recorded video lectures. An experiment is conducted to simulate self-study in three scenarios, i.e., conventional text-based self-study (1) without any additional aids, (2) assisted by recorded video lectures, and (3) with VR aids. Our findings indicate that VR can assist asynchronous content consumption leading to better learning and satisfaction.

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

AbstractBackgroundThis research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID‐19 pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of technology in interpreter education.ObjectivesThis research aims to develop a mobile‐based VR application for bi‐directional English‐Chinese and Chinese‐English interpreting learning named ‘Virtual Interpreting Practice’ (VIP) based on an interpreting competence model and to investigate its impact on students' self‐rated language and interpreting proficiency levels as well as their declarative knowledge and operative skills as reflected in different interpreting modes (sight and consecutive) and language directions (English‐Chinese and Chinese‐English). The VIP app contains learning resources, including 13 learning modules covering both interpreting modes, practical topics and contexts, video lectures and demonstrations, fully immersive VR and non‐VR practice, glossary lists, source texts, translated texts and an online feedback platform.MethodsThirty‐one native Chinese‐speaking English as a second/foreign (ESL/EFL) undergraduate students used the app for self‐directed learning. The data were collected by the pre‐study and post‐study questionnaires as well as the pre‐test and post‐test.Results and ConclusionsThe results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both modes and language directions. While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting.

Development of a Computer-Aided Education System Inspired by Face-to-Face Learning by Incorporating EEG-Based Neurofeedback Into Online Video Lectures

Owing to the rapid development of information and communication technologies, online or mobile learning content is widely available on the Internet. Unlike traditional face-to-face learning, online learning exhibits a critical limitation: real-time interactions between learners and teachers are generally not feasible in online learning. To overcome this issue, we implemented an online learning system based on electroencephalography (EEG)-based passive brain-computer interface technology referred to as the “adaptive neuro-learning system (ANLS).” It monitors the current mental states of learners seamlessly using EEG signals. Then, it adaptively provides natural and interactive video feedback rather than simple alarms or pop quizzes following the current mental conditions of a learner. In this article, a total of 60 university students were assigned randomly to one of four groups: two experimental groups, for which either ANLS based on attention state estimation or ANLS based on both attention and comprehension states estimation was tested, and two control groups, the students in which were taught using either the conventional online lecture without feedback or an online course with randomized video feedbacks. Each member of these groups attended a 53 min open courseware video lecture. Then, the educational effects of the proposed system were evaluated quantitatively via a written examination. Our results revealed a significantly higher learning performance for the experimental group (average test score of the experimental groups = 83.83 and that of the control groups = 56.67), demonstrating the feasibility of the proposed education strategy.

Online Recorded Video Lectures: Effects on Grade 7 Learners’ Achievement and Retention Levels in Algebra

This experimental study investigates whether learners in Grade 7 achieve higher levels of achievement and retention through online recorded video lectures or online lectures during a pandemic COVID 19 time.A pretest-posttest-retention test control-experimental group design was used to two (2) groups of Grade 7 learners in algebra. T-tests were used to determine whether there was a significant difference of groups means scores at 0.05 level of significance.The t-test for achievement level revealed a significant difference in the mean scores between the control and experimental groups. However, although the control group had higher mean gain score than the experimental group, on the average both groups revealed a no significant difference in terms of gain scores. Furthermore, results revealed that there was no significant difference between the control and experimental groups in terms of retention levels. This indicates that both Online Lectures and Online Recorded Video Lecture contributed almost the same amount of information retained. However, learner’s perception from Math Journals and Interview results showed that learners exposed to Online Recorded Video Lectures appreciated the teaching strategy for giving them equal opportunity to learn. Therefore, Online Recorded Video Lectures is recommended to learners who do not have stable internet connection. Keywords: Achievement Level, Online Lectures, Online Recorded Video Lectures and Retention Level DOI: 10.7176/JEP/14-6-12 Publication date: February 28 th 2023

Did You Get That? Predicting Learners' Comprehension of a Video Lecture from Visualizations of Their Gaze Data.

In online lectures, unlike in face-to-face lectures, teachers lack access to (nonverbal) cues to check if their students are still "with them" and comprehend the lecture. The increasing availability of low-cost eye-trackers provides a promising solution. These devices measure unobtrusively where students look and can visualize these data to teachers. These visualizations might inform teachers about students' level of "with-me-ness" (i.e., do students look at the information that the teacher is currently talking about) and comprehension of the lecture, provided that (1) gaze measures of "with-me-ness" are related to comprehension, (2) people not trained in eye-tracking can predict students' comprehension from gaze visualizations, (3) we understand how different visualization techniques impact this prediction. We addressed these issues in two studies. In Study 1, 36 students watched a video lecture while being eye-tracked. The extent to which students looked at relevant information and the extent to which they looked at the same location as the teacher both correlated with students' comprehension (score on an open question) of the lecture. In Study 2, 50 participants watched visualizations of students' gaze (from Study 1), using six visualization techniques (dynamic and static versions of scanpaths, heatmaps, and focus maps) and were asked to predict students' posttest performance and to rate their ease of prediction. We found that people can use gaze visualizations to predict learners' comprehension above chance level, with minor differences between visualization techniques. Further research should investigate if teachers can act on the information provided by gaze visualizations and thereby improve students' learning.

The impact of media diversity and cognitive style on learning experience in programming video lecture: A brainwave analysis

The impact of media diversity and cognitive style on learning experience in programming video lecture: A brainwave analysis

College students’ perceptions of online learning: A study on learners’ satisfaction and experiences in online general English course

Objectives The purpose of this study is to investigate the perceptions of Korean EFL college learners toward online learning based on their level of satisfaction as well as their experiences of online learning. Methods A total of 111 college students who enrolled in online general English course were asked to complete a survey including 22 closed- and open-ended questions. Descriptive statistical analysis was conducted using the IBM SPSS statistical package to examine learners' satisfaction with online classes. Regarding responses of participants’ experiences on online learning, all the narrative data was examined and divided into themes that emerged in the data. Results The findings showed that learners were generally satisfied with online learning and in particular, they were highly satisfied with pre-recorded video lectures than synchronous classes or combined classes. In addition, the level of satisfaction on ‘teacher-centered lectures’ was high, and those of ‘cooperative learning’ and ‘peer feedback activities’ were relatively low. Furthermore, students recognized accessibility, flexibility, and the possibility of repetitive learning as advantages of online learning while perceiving technical problems, communication with others, and lack of immediate feedback as disadvantages of online learning. Conclusions Based on the findings, discussion and suggestions on effective teaching methods and activities for online classes were presented.

Exploring the Impact of ICT Tools in Indian Libraries

This paper delves into the transformative influence of Information and Communication Technology (ICT) tools in the context of Indian libraries, with a particular emphasis on two pioneering initiatives: the National Digital Library (NDL) and the National Programme on Technology Enhanced Learning (NPTEL). These initiatives symbolize India's commitment to leveraging technology for democratizing access to knowledge and fostering educational excellence. By analyzing the evolution, scope, and implications of these projects, this study aims to provide insights into the broader role of ICT tools in reshaping the landscape of Indian libraries. The NDL, launched in 2016, emerges as a trailblazer in digital resource accessibility. With a diverse array of multimedia content available in multiple Indian languages, the NDL transcends linguistic barriers, making learning resources widely accessible. This initiative not only promotes open access to knowledge but also fosters a culture of continuous learning among learners of all backgrounds. Similarly, the NPTEL, established in 2003, plays a pivotal role in revolutionizing higher education by offering video lectures and course materials from renowned Indian institutions. This initiative democratizes quality education, bridging gaps and enhancing the learning experience for students across the nation. Furthermore, the paper explores related projects such as Shodhganga and Shodhgangotri, which focus on digitizing theses and promoting research visibility, and e-PG Pathshala, an e-content repository for postgraduate education. These projects collectively underline India's commitment to harnessing ICT tools for research dissemination and enriching educational resources. While celebrating the achievements of these initiatives, the study also delves into challenges such as digital divide issues, privacy concerns, and the importance of digital literacy. By analyzing the successes and challenges of these initiatives, this paper offers insights into the broader implications of ICT integration in Indian libraries and their pivotal role in shaping a knowledge-driven future. Ultimately, it underscores how ICT tools, as exemplified by NDL, NPTEL, and related projects, have become transformative agents in empowering Indian libraries to foster inclusivity, enhance educational access, and drive innovation.

Promoting self care for trauma awareness: a piloted teaching module for beginning generalist practice

ABSTRACT Education in self care is a core focus for beginning generalist social work trainees to boost trauma awareness, or the ability to recognize and respond to emotional responses from direct practice with clients with a history of trauma, and oppression,as well as for diminishing worker burnout. This paper presents a description and assessment of an asynchronous teaching module comprised of a video lecture, quiz and assignment piloted with beginning graduate-level social work students in the United States to situate self care as a component of professional development toward trauma-informed and ethical care. The module aimed to translate knowledge and skills in self care directly to practice and framed targets of self care including emotional regulation, and meaning-making. It provided students opportunities to identify self care practices at the individual level on their own, as well as agency-based self care practices in consultation with their field supervisors. The module was piloted with 57 master’s students enrolled in beginning generalist practice courses and the outcomes of a survey and thematic analysis suggests it warrants consideration as a tool for promoting competency regarding self care in an asynchronous, easily transportable format for online or hybrid learning.

E-Module of Meaning in Interpersonal Context in Online Learning: Implementation and Students’ Feedback

This study aims to develop an e-module of meaning in an interpersonal context for English foreign language (EFL) students studying Semantics. This study was a research and development following the ADDIE model from Branch (2010). The e-module was a pre-lecture consisting of written text, video lectures, videos linked to YouTube, pictures, animated stickers, full of colours and interactive tests. Experts in related fields validated the developed e-module. This study's participants were thefourth-semester undergraduate students majoring in English education at Universitas Riau. The revised version of the e-module was implemented, and the results show that the implementation of the e-module in Semantics learning was effective in improving students’ learning outcomes in Semantics Course. Students’ feedback showed that the e-module is easy to understand, easy to use, attractive, interesting, and easy to remember. The videos in the e-module were perceived to increase their understanding. The participants of this study claimed that their interest, enthusiasm, and motivation in learning increased.

Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students' learning experience?

Despite its importance, interaction remains limited in MOOC-based flipped classroom (MBFC) Grounded in social learning theory, we proposed an MBFC approach supported by social media to facilitate students' interaction with peers and learning performance. A quasi-experiment was conducted to compare the MBFC approach (N = 58) based on WeChat with the conventional MBFC approach (N = 52). The results revealed that the use of WeChat in an MBFC approach led to better performance in terms of watching video lectures and completing online exercises before the class; however, it did not significantly enhance student learning performance compared to the conventional MBFC approach. In addition, the study found that students were moderately satisfied with the MBFC approach supported by WeChat. According to a WeChat interaction quantity and quality analysis, students' non-substantive postings are much higher than students' substantive postings in WeChat interaction groups, but students' contributions to the postings have no significant effect on the final marks. Findings from this study could be of valuable reference for practitioners and researchers who plan to leverage social media tools such as WeChat to support student MOOC learning.

Pandemic experimentalism: decentering studio art education in an ongoing global emergency

After eighteen months of online art education during the COVID-19 pandemic, the authors consider Form and Time, a required first-year studio art course at OCAD University in Toronto, as a case study within global practices of reconfiguration and experimentalism in art and design pedagogy during the crisis. Form and Time was scheduled to launch as a required first-year course on campus at OCADU in Fall 2020, but quarantine prompted the pivot to fully remote. Critiques of the traditional art school’s situated format were launched before COVID-19 by anti-ableist, Indigenous and feminist scholars, addressing access barriers and stressing resilience in the face of crisis and oppression. The pandemic disrupted the centrality of in-person studios and critique methods in post-secondary art education; this accelerated and took unexpected turns during the online pedagogical experiments of the early pandemic. In this context, Form and Time foreshadows new modes of art school studio delivery, decentering and critically intersecting with studio precedents suddenly disrupted by remote learning during COVID-19. Form and Time’s weekly asynchronous video lectures and online meetings probed themes of Space, Form and Time. Students posted weekly studio experiments on discussion boards, using materials close at hand. As with other art and design courses, everyday objects and materials provided a platform for discussing material conditions and encounters during the pandemic. Students depicted their unique surroundings using strategies of observation and walking. They accessed faculty-made online micro-workshops recorded by the various course instructors on home studio material techniques. These comprise a growing online archive shared by faculty teaching the multi-section course. Looking forward, we anticipate further crises. Greater interplay between online, blended and hands-on art studio education will prioritize flexibility that can better adapt to life pressures and emergencies, opening access for a diverse range of learners in decentered locations.

온라인 수업에서 학습몰입과 수업유용성이 학습지속의향 및 수업만족도에 미치는 영향

Objectives The purpose of this study is to explore the relationship between variables and the difference of learning flow, lecture usefulness, learning persistence intention and lecture satisfaction depending on online lecture types. And it is to analyze the effect of learning flow and lecture usefulness on learning persistence intention and lecture satisfaction.&#x0D; Methods An online survey was conducted and data were collected from 279 students in an C college located in Chungnam. Results from descriptive statistic, t-test, correlation and regression analysis are as follows.&#x0D; Results First, the comparisons of mean differences indicated that real-time video lecture had higher scores on learning flow and lecture usefulness, lecture satisfaction than video recorded lecture. And there are no significant difference of learning persistence intention depending on online lecture types. Second, in case of real-time video lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Also in case of video recorded lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Third, as a result of regression analysis, the factors affecting learning persistence intention were lecture usefulness and cognitive flow in the case of real-time video lecture. And it was lecture usefulness in the case of video recorded lecture. The factors affecting lecture satisfaction were cognitive flow and emotional flow in the case of real-time video lecture. And they were lecture usefulness, emotional flow and behavioral flow in the case of video recorded lecture.&#x0D; Conclusions For effective online classes for college students, it is necessary to design a teaching that identifies the characteristics and differences of each online lecture type and increases learning flow and lecture usefulness.

Learning behaviour analysis of online course learners using EEG and facial expression data

The technology advancement and pandemic situation moved the world from board teaching to online for various courses and millions of students are opting online mode in reality. Therefore, it is essential to analyse the quality of online education by tracking the learning behaviour of online course learners. In traditional method, the test scores and learners' feedback are used to assess the online learning behaviour. However this is not an efficient approach because the knowledge gained by the process of online learning depends not only on the test scores but also on the learners’ attention during courses. Therefore the test score, attention score and facial expressions of the learner are the three types of data required to effectively measure the performance, attentiveness and emotional state of the learner respectively. In order to obtain more insights about the learning behaviour, the proposed research focuses on collecting the data from Electroencephalography (EEG), facial expressions and test scores and analyzing using machine learning and deep learning models. The model uses techniques like Random Forest Algorithm to find the test score, Recurrent Neural Network (RNN) to predict time series attention scores of the learner for a video lecture and Convolutional Neural Network (CNN) to classify into different emotions for the facial expression images obtained from the recording of online courses. The predicted results are test scores, attention scores and overall emotional state of the learner during online class. From this research outcome, it is inferred that the test score is proportional to the attention score of the learner in most cases. Analyzing the attention variation during the different videos reveals that there are more fluctuations of attention in lecture video in comparison to the entertainment video reveals that the learners showed happier emotions for entertainment video than the lecture video.