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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 Homewo...
2
Content
1. Introduction
2. LIVE: Interactive Video Platform
3. Course Design
4. Evaluation
5. Discussion
6. Outlook & Co...
3
Graz University of Technology
Educational Technology
Working Group Sustainable Construction, Institute of
Technology and...
4
Introduction
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 2018
5
Introduction
Motivation
attention is heavily influenced by interaction and
communication in all forms and directions
sele...
6
Introduction
Why Interactions?
missing interactions are leading to passive learners
and to a much more surficial work
avo...
7
Introduction
Research Question
increasing the efficiency and quality of the students’
homework using learning videos
RQ: ...
8
LIVE: Interactive Video Platform
Interactive Video Platform
LIVE: Live Interaction in Virtual learning
Environments
Jose...
9
LIVE: Interactive Video Platform
Interactive Components in Videos
different methods of interaction:
automatically asked ...
10
LIVE: Interactive Video Platform
Video is Interrupted by a MC-Question
Josef Wachtler, Marco Scherz and Martin Ebner, E...
11
LIVE: Interactive Video Platform
Post-Video Polls
polls are displayed immediately after students stop
watching the vide...
12
LIVE: Interactive Video Platform
Post-Video Poll Analysis
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Te...
13
LIVE: Interactive Video Platform
Attendance Monitoring
registered and authenticated users
for each student who attends ...
14
LIVE: Interactive Video Platform
Timeline Analysis
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technolog...
15
LIVE: Interactive Video Platform
List of All Attendees
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Techn...
16
LIVE: Interactive Video Platform
User Details
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - T...
17
LIVE: Interactive Video Platform
Calculation of an Attention-Level
calculation of an attention-level which is based on ...
18
Course Design
Course Design
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 2018
19
Course Design
Setting
course: “Building Materials Basics - Laboratory
Practicals”
second semester
bachelor program for ...
20
Course Design
Flow of Events
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 20...
21
Evaluation
Evaluation
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 2018
22
Evaluation
Attention-Level
the degree of attention is very high for most students
average of the attention-levels per v...
23
Evaluation
Comparison of Students
student 1: slow reaction
student 2: fast reaction
Josef Wachtler, Marco Scherz and Ma...
24
Evaluation
Multiple-Choice Questions
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
ED...
25
Evaluation
Post-Video Polls
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 2018
26
Evaluation
Post-Video Polls
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 2018
27
Evaluation
Post-Video Polls
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 2018
28
Discussion
Discussion
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz
EDMEDIA 2018
29
Discussion
Learning Efficiency
students show a better grade point average after than
before using LIVE
students were awa...
30
Discussion
Competing Students
students were informed early that two different groups
would have to submit one video for...
31
Outlook & Conclusion
Outlook & Conclusion
Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Gr...
32
Outlook & Conclusion
Outlook
embed the interactive videos provided by LIVE in the
learning management system of the uni...
33
Outlook & Conclusion
Conclusion
the attention-levels of students while watching videos
and the quality of the videos su...
34
Thank you ...
... for your attention!
Questions?
Josef Wachtler, josef.wachtler@tugraz.at
Marco Scherz, marco.scherz@tu...
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Increasing Learning Efficiency and Quality of Students Homework by Attendance Monitoring and Polls at Interactive Learning Videos

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Presentation at Ed-Media + Innovate Learning, Amsterdam, June 2018

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

  1. 1. 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 EDMEDIA 2018
  2. 2. 2 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 EDMEDIA 2018
  3. 3. 3 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  4. 4. 4 Introduction Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  5. 5. 5 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  6. 6. 6 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? ... Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  7. 7. 7 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? Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  8. 8. 8 LIVE: Interactive Video Platform Interactive Video Platform LIVE: Live Interaction in Virtual learning Environments Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  9. 9. 9 LIVE: Interactive Video Platform 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  10. 10. 10 LIVE: Interactive Video Platform Video is Interrupted by a MC-Question Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  11. 11. 11 LIVE: Interactive Video Platform Post-Video Polls polls are displayed immediately after students stop watching the video detailed analysis bar chart individual answers Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  12. 12. 12 LIVE: Interactive Video Platform Post-Video Poll Analysis Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  13. 13. 13 LIVE: Interactive Video Platform 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) Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  14. 14. 14 LIVE: Interactive Video Platform Timeline Analysis Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  15. 15. 15 LIVE: Interactive Video Platform List of All Attendees Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  16. 16. 16 LIVE: Interactive Video Platform User Details Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  17. 17. 17 LIVE: Interactive Video Platform 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) Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  18. 18. 18 Course Design Course Design Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  19. 19. 19 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  20. 20. 20 Course Design Flow of Events Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  21. 21. 21 Evaluation Evaluation Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  22. 22. 22 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% Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  23. 23. 23 Evaluation Comparison of Students student 1: slow reaction student 2: fast reaction Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  24. 24. 24 Evaluation Multiple-Choice Questions Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  25. 25. 25 Evaluation Post-Video Polls Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  26. 26. 26 Evaluation Post-Video Polls Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  27. 27. 27 Evaluation Post-Video Polls Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  28. 28. 28 Discussion Discussion Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  29. 29. 29 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  30. 30. 30 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  31. 31. 31 Outlook & Conclusion Outlook & Conclusion Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  32. 32. 32 Outlook & Conclusion 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  33. 33. 33 Outlook & Conclusion 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018
  34. 34. 34 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 Josef Wachtler, Marco Scherz and Martin Ebner, Educational Technology - TU Graz EDMEDIA 2018

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