research-article

Analytics of the effects of video use and instruction to support reflective learning

Authors:

Dragan Gašević,

Negin Mirriahi,

Shane DawsonAuthors Info & Claims

LAK '14: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge

Pages 123 - 132

https://doi.org/10.1145/2567574.2567590

Published: 24 March 2014 Publication History

Abstract

Although video annotation software is no longer considered as a new innovation, its application in promoting student self-regulated learning and reflection skills has only begun to emerge in the research literature. Advances in text and video analytics provide the capability of investigating students' use of the tool and the psychometrics and linguistic processes evident in their written annotations. This paper reports on a study exploring students' use of a video annotation tool when two different instructional approaches were deployed -- graded and non-graded self-reflection annotations within two courses in the performing arts. In addition to counts and temporal locations of self-reflections, the Linguistic Inquiry and Word Counts (LIWC) framework was used for the extraction of variables indicative of the linguistic and psychological processes associated with self-reflection annotations of videos. The results indicate that students in the course with graded self-reflections adopted more linguistic and psychological related processes in comparison to the course with non-graded self-reflections. In general, the effect size of the graded reflections was lower for students who took both courses in parallel. Consistent with prior research, the study identified that students tend to make the majority of their self-reflection annotations early in the video time line. The paper also provides several suggestions for future research to better understand the application of video annotations in facilitating student learning.

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Cited By

Cho SWerker GMyers AProdanovic MHuh W(2024)Video Analytics: When and How Do Students Use Asynchronous Videos? Using the COVID-19 Experience to Reimagine TeachingOnline Learning, Open Education, and Equity in a Post-Pandemic World10.1007/978-3-031-69449-3_5(109-129)Online publication date: 22-Nov-2024
https://doi.org/10.1007/978-3-031-69449-3_5
Yulhendri YPrima Sakti MSofya RRitonga MAlisha WSudjatmoko ASusanti N(2023)Strategies for Project Based Learning during the Pandemic: The Benefits of Reflective Learning ApproachSage Open10.1177/2158244023121788513:4Online publication date: 25-Dec-2023
https://doi.org/10.1177/21582440231217885
Afzaal MZia ANouri JFors U(2023)Informative Feedback and Explainable AI-Based Recommendations to Support Students’ Self-regulationTechnology, Knowledge and Learning10.1007/s10758-023-09650-029:1(331-354)Online publication date: 25-Apr-2023
https://doi.org/10.1007/s10758-023-09650-0
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Index Terms

Analytics of the effects of video use and instruction to support reflective learning
1. Applied computing
  1. Education
  2. Enterprise computing

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cover image ACM Other conferences

LAK '14: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge

March 2014

301 pages

ISBN:9781450326643

DOI:10.1145/2567574

Conference Chairs:
Mattew Pistilli
Purdue University, IN
,
James Willis
Purdue University, IN
,
Drew Koch
John N. Gardner Institute for Excellence in Undergraduate Education, NC
,
Kimberly Arnold
University of Wisconsin-Madison, WI
,
Program Chairs:
Stephanie Teasley
University of Michigan, MI
,
Abelardo Pardo
The University of Sydney, Australia

Copyright © 2014 ACM.

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 ACM 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]

Sponsors

JNGI: John N. Gardner Institute for Excellence in Undergraduate Education
University of Wisc-Madison: University of Wisconsin-Madison
SoLAR: The Society for Learning Analytics Research
Purdue University: Purdue University

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 24 March 2014

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Natural Sciences and Engineering Research Council of Canada
Social Sciences and Humanities Research Council of Canada
Australian Office of Learning and Teaching

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LAK '14

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JNGI
University of Wisc-Madison
SoLAR
Purdue University

LAK '14: Learning Analytics and Knowledge Conference 2014

March 24 - 28, 2014

Indiana, Indianapolis, USA

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LAK '14 Paper Acceptance Rate 13 of 44 submissions, 30%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

Cho SWerker GMyers AProdanovic MHuh W(2024)Video Analytics: When and How Do Students Use Asynchronous Videos? Using the COVID-19 Experience to Reimagine TeachingOnline Learning, Open Education, and Equity in a Post-Pandemic World10.1007/978-3-031-69449-3_5(109-129)Online publication date: 22-Nov-2024
https://doi.org/10.1007/978-3-031-69449-3_5
Yulhendri YPrima Sakti MSofya RRitonga MAlisha WSudjatmoko ASusanti N(2023)Strategies for Project Based Learning during the Pandemic: The Benefits of Reflective Learning ApproachSage Open10.1177/2158244023121788513:4Online publication date: 25-Dec-2023
https://doi.org/10.1177/21582440231217885
Afzaal MZia ANouri JFors U(2023)Informative Feedback and Explainable AI-Based Recommendations to Support Students’ Self-regulationTechnology, Knowledge and Learning10.1007/s10758-023-09650-029:1(331-354)Online publication date: 25-Apr-2023
https://doi.org/10.1007/s10758-023-09650-0
Ahmad ASchneider JGriffiths DBiedermann DSchiffner DGreller WDrachsler H(2022)Connecting the dots – A literature review on learning analytics indicators from a learning design perspectiveJournal of Computer Assisted Learning10.1111/jcal.1271640:6(2432-2470)Online publication date: 26-Jul-2022
https://doi.org/10.1111/jcal.12716
Sun ZTheussen A(2022)Assessing negotiation skill and its development in an online collaborative simulation game: A social network analysis studyBritish Journal of Educational Technology10.1111/bjet.1326354:1(222-246)Online publication date: 7-Aug-2022
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Khalil MPrinsloo PSlade S(2022)The use and application of learning theory in learning analytics: a scoping reviewJournal of Computing in Higher Education10.1007/s12528-022-09340-335:3(573-594)Online publication date: 1-Oct-2022
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Li LLiu SLi X(2021)An Evaluation of the Quality of Answers to Academic Questions Relating to COVID-19 on Academic Social Q&A Platforms2021 IEEE 21st International Conference on Software Quality, Reliability and Security Companion (QRS-C)10.1109/QRS-C55045.2021.00036(192-195)Online publication date: Dec-2021
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Kim DJo ISong DZheng HLi JZhu JHuang XYan WXu Z(2021)Self-regulated learning strategies and student video engagement trajectory in a video-based asynchronous online course: a Bayesian latent growth modeling approachAsia Pacific Education Review10.1007/s12564-021-09690-022:2(305-317)Online publication date: 22-Apr-2021
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Viberg OKhalil MBaars MRensing CDrachsler HKovanović VPinkwart NScheffel MVerbert K(2020)Self-regulated learning and learning analytics in online learning environmentsProceedings of the Tenth International Conference on Learning Analytics & Knowledge10.1145/3375462.3375483(524-533)Online publication date: 23-Mar-2020
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O'Riordan TMillard DSchulz J(2020)Is critical thinking happening? Testing content analysis schemes applied to MOOC discussion forumsComputer Applications in Engineering Education10.1002/cae.2231429:4(690-709)Online publication date: 27-Aug-2020
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