Geza Kovacs presents an analysis of how in-video quizzes effect video engagement in MOOCS, identifying that students tend to watch further when videos contain quizzes, and also that they have a higher seek time when videos contain quizzes. Interestingly, seek behaviour is clustered around the quiz, and does not cross quiz boundaries, implying that students seek through the video to find the answers to the questions in the quiz.
This presents a single narrative that quizzes can be used to increase engagement with the course content, however, we have also seen that a high degree of scaffolding in MOOCS can be negative. For example, in some studies of professional learning MOOCS, we have seen that while professional challenges are a common motivation for engaging in MOOCS, that highly structured courses tends to reduce self-regulated learning, and transfer from the course context to the professional context. Are we really achieving what we want?
Eleanor O’Rourke presented an interesting discussion on how growth mindset priming can change student behaviour in online games – a rigorous study that supported commonly held beliefs as well as challenging others.
The final presentation in this section explores how video complexity impacts student engagement, measured through the idea of dwelling time, estimated through analysing click behaviour, and overall stream length, and complexity is measured in terms of word rate in the video presentation. It looks like there is a sweet point here, with dwelling time low when complexity is low, rising for a period, and then reducing again as complexity becomes high. I was surprised by the definition of complexity, but this is commonly used in the study of linguistics. The authors do note, that their study is data dependent – so there may be other aspects associated with the specific videos used that may have had impact here.
I’d love to explore a similar study where we assess the impact on video body language, or visual complexity on dwelling time.