1. Video: What the research says…
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Program for University Pedagogy
Video: What the research says…
Robert Gray
University of Bergen
15. Februar 2016

2. Program for University Pedagogy

3. Main Findings Higher dropout rates occur in Longer videos
Program for University Pedagogy
Main Findings
Higher dropout rates occur in
Longer videos
Re-watching sessions (vs. first-time viewings)
Tutorial videos (vs. lecture videos)
Peaks in student interaction activities can indicate student engagement

4. Five Causes for Interaction Peaks
Program for University Pedagogy
Five Causes for Interaction Peaks
Type 1: starting from the beginning of a new material
This reflects students jumping ahead to a particular concept
Might suggest need for cutting video into shorter segments

5. Five Causes for Interaction Peaks
Program for University Pedagogy
Five Causes for Interaction Peaks
Type 2: returning to missed content
This reflects a possibility that students needed more time spent on a concept

6. Five Causes for Interaction Peaks
Program for University Pedagogy
Five Causes for Interaction Peaks
Type 3. following a tutorial step
This reflects students watching each step individually
And possibly following the steps themselves in a different window

7. Five Causes for Interaction Peaks
Program for University Pedagogy
Five Causes for Interaction Peaks
Type 4. replaying a brief segment
This reflects an important piece of content that students watch over and over

8. Five Causes for Interaction Peaks
Program for University Pedagogy
Five Causes for Interaction Peaks
Type 5. repeating a non-visual explanation
This reflects an important concept that is not marked by clear video transitions

9. Authoring Recommendations
Program for University Pedagogy
Authoring Recommendations
Avoid abrupt visual transitions
Type 2 peaks are likely to indicate too fast or abrupt transitions.
These peaks often accompany informative slides, which can be made available outside the video as a screenshot or thumbnail for easier scanning and reviewing.
Excessive visual transitions should be avoided because they might prevent students from referring to earlier content.

10. Authoring Recommendations
Program for University Pedagogy
Authoring Recommendations
Make shorter videos
Long lecture videos lead to a higher dropout rate.
When determining points to segment long videos, Type 1 peaks can be useful points because students watch from the beginning of that segment.

11. Interface Recommendations
Program for University Pedagogy
Interface Recommendations
Enable one-click access for steps in tutorial videos
Important steps in a tutorial get clear peaks.
These peaks can be used to automatically mark steps in a video, making it easy for students to non-sequentially access these points without having to rely on imprecise scrubbing.
Tutorial video interfaces such as ToolScape adds an interactive timeline below a video to allow step-by-step navigation.

12. Interface Recommendations
Program for University Pedagogy
Interface Recommendations
Provide interactive links and screenshots for highlights
Type 2 peaks suggest that missing content forces students to return.
Providing static screenshots of the peak-creating informative frames might reduce the navigation overhead for students.
Type 5 peaks attract students with non-visual information, and our observation suggests that instructors make important points in these peaks.
Interactive links to these points can be useful for students willing to find them later, which is especially difficult due to the lack of visual cues.

13. Interface Recommendations
Program for University Pedagogy
Interface Recommendations
Consider video summarization for selective watchers.
A common interaction pattern in our results is non-sequential and selective watching.
Students re-watching videos tend to non-sequentially seek their points of interest.
Peaks can be used to effectively summarize highlights from a video, which can be useful for students who re-watch or skim through the content while auditing.

14. Program for University Pedagogy

15. Main Findings Shorter videos are much more engaging
Program for University Pedagogy
Main Findings
Shorter videos are much more engaging
Informal talking-head videos are more engaging
Khan-style tablet drawings are more engaging
Even high-quality pre-recorded classroom lectures are not engaging online videos
Students engage differently with lecture and tutorial videos.

16. Program for University Pedagogy
Key Questions
Which kinds of videos lead to the best student learning outcomes in a MOOC?
How can we to maximize student learning while keeping video production time and financial costs at reasonable levels?

17. Findings & recommendations
Program for University Pedagogy
Findings & recommendations

18. Program for University Pedagogy
Relevant Findings
Median engagement time is at most 6 minutes, regardless of total video length.
Students often make it less than halfway through videos longer than 9 minutes.
The shortest videos (0–3 minutes) had the highest engagement and much less variance than all other groups.
Students also engaged less frequently with assessment problems that followed longer videos.

19. Relevant findings, cont’d
Program for University Pedagogy
Relevant findings, cont’d
Shorter videos might contain higher quality instructional content.
Perhaps this is because it takes meticulous planning to explain a concept succinctly.
Shorter videos are engaging not only due to length but also because they are better planned.

20. Relevant findings, cont’d
Program for University Pedagogy
Relevant findings, cont’d
Students are more likely to work problems after talking head videos than other videos.
The producers felt a human face provides a more “intimate and personal” feel and breaks up the monotony of PowerPoint slides and code screencasts.

21. Relevant findings, cont’d
Program for University Pedagogy
Relevant findings, cont’d
Low-budget, informal production values seem to be more engaging than higher production values.
One instructor was filmed in a tight frame, often making direct eye contact with the student.
The other instructor was standing behind a podium, often looking around the room and not directly at the camera.
Students are more comfortable when they feel like the presentation is directed right at them rather than to an unnamed audience.

22. Relevant findings, cont’d
Program for University Pedagogy
Relevant findings, cont’d
Khan-style tutorial videos (i.e., an instructor drawing on a digital tablet) were more engaging than PowerPoint slides and/or code screencasts.
Students engaged more with lectures which were prepared with edX usage in mind, than with lectures which were adapted from old lecture videos.
To maximize student engagement, instructors must plan their lessons specifically for an online video format.
Presentation styles that have worked well for centuries in traditional in-person lectures do not necessarily make for effective online educational videos.

23. Program for University Pedagogy