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Effects of In-Video Quizzes on MOOC Lecture Viewing

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Geza KovacsAuthors Info & Claims

L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ Scale

Pages 31 - 40

https://doi.org/10.1145/2876034.2876041

Published: 25 April 2016 Publication History

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Abstract

Online courses on sites such as Coursera use quizzes embedded inside lecture videos (in-video quizzes) to help learners test their understanding of the video. This paper analyzes how users interact with in-video quizzes, and how in-video quizzes influence users' lecture viewing behavior. We analyze the viewing logs of users who took the Machine Learning course on Coursera. Users engage heavily with in-video quizzes -- 74% of viewers who start watching a video will attempt its corresponding in-video quiz. We observe spikes in seek activity surrounding in-video quizzes, particularly seeks from the in-video quiz to the preceding section. We show that this is likely due to users reviewing the preceding section to help them answer the quiz, as the majority of users who seek backwards from in-video quizzes have not yet submitted a correct answer, but will later attempt the quiz. Some users appear to use quiz-oriented navigation strategies, such as seeking directly from the start of the video to in-video quizzes, or skipping from one quiz to the next. We discuss implications of our findings on the design of lecture-viewing platforms.

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Cited By

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Hu HChiu C(2024)The Effect of Using Questioning Strategies in Scientific Inquiry Videos on Elementary StudentsJournal of Science Education and Technology10.1007/s10956-024-10128-633:6(835-850)Online publication date: 28-May-2024
https://doi.org/10.1007/s10956-024-10128-6
Wong JRichland LHughes B(2024)Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical ThinkingTechnology, Knowledge and Learning10.1007/s10758-024-09746-1Online publication date: 30-Jul-2024
https://doi.org/10.1007/s10758-024-09746-1
Deng RYang YShen S(2024)Impact of question presence and interactivity in instructional videos on student learningEducation and Information Technologies10.1007/s10639-024-12862-1Online publication date: 5-Jul-2024
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Effects of In-Video Quizzes on MOOC Lecture Viewing

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Published In

L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ Scale

April 2016

446 pages

ISBN:9781450337267

DOI:10.1145/2876034

General Chair:
Jeff Haywood
The University of Edinburgh, UK
,
Program Chairs:
Vincent Aleven
Carnegie Mellon University, USA
,
Judy Kay
University of Sydney, Australia
,
Ido Roll
University of British Columbia, Canada

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 25 April 2016

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L@S 2016

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L@S 2016: Third (2016) ACM Conference on Learning @ Scale

April 25 - 26, 2016

Scotland, Edinburgh, UK

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L@S '16 Paper Acceptance Rate 18 of 79 submissions, 23%;

Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

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Hu HChiu C(2024)The Effect of Using Questioning Strategies in Scientific Inquiry Videos on Elementary StudentsJournal of Science Education and Technology10.1007/s10956-024-10128-633:6(835-850)Online publication date: 28-May-2024
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Wong JRichland LHughes B(2024)Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical ThinkingTechnology, Knowledge and Learning10.1007/s10758-024-09746-1Online publication date: 30-Jul-2024
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Deng RYang YShen S(2024)Impact of question presence and interactivity in instructional videos on student learningEducation and Information Technologies10.1007/s10639-024-12862-1Online publication date: 5-Jul-2024
https://doi.org/10.1007/s10639-024-12862-1
Chen JWu ZJia HZhang QLiu FMu JLin Z(2024)A Student Performance Prediction Model Based on Feature Factor TransferKnowledge Science, Engineering and Management10.1007/978-981-97-5495-3_29(384-394)Online publication date: 26-Jul-2024
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Nugraha AInoue TSalim TInamullah M(2023)A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning ExperienceInternational Journal of Distance Education Technologies10.4018/IJDET.33401221:1(1-21)Online publication date: 21-Nov-2023
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DİRİ KOÇ EÖNER D(2023)An investigation of using elaborated and metacognitive feedback strategies in interactive instructional videosJournal of Educational Technology and Online Learning10.31681/jetol.13392196:4(991-1008)Online publication date: 31-Dec-2023
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Deng RGao Y(2023)Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classroomsActive Learning in Higher Education10.1177/1469787423116709825:3(473-487)Online publication date: 16-Apr-2023
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Jung ESnow G(2023)Using Panopto In-Video Quizzes for Online EducationeLearn10.1145/3583062.35769282023:2 Special IssueOnline publication date: 26-Apr-2023
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Coccoli MTorre IGalluccio I(2023)User experience evaluation of Edurell interface for video augmentationMultimedia Tools and Applications10.1007/s11042-023-15912-x83:12(36695-36717)Online publication date: 29-Jun-2023
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