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Fong, Matthew

University of British Columbia

As education moves towards a more digital experience, teachers and students are increasingly using video technology. This dissertation is composed of three studies that explored the use of video from both sides of the teaching and learning paradigm: an Instructor study, a Student study, and a Video Highlighting study. In the Instructor study, 16 instructors who teach with video were interviewed. Instructors use video because students are more likely to watch videos before class than read textbooks. Further, using a flipped classroom model and moving lectures into pre-class video enables active learning during class time. However, creating videos is not a trivial task, and there are limited ways that instructors can assess if their students have watched and/or understood the videos. Instructors are eager to leverage digital data from students' video use to generate both aggregate and individual level data about how students are using video for learning. In the Student study, we deployed a custom video player to five cohorts of an undergraduate chemistry class across three years. Students (n=248) used the video player to view nine videos per semester. Data were collected through activity traces generated from logs and a subset of students were interviewed. Students familiarised themselves with the content by watching sequentially and clarified their knowledge by re-watching. When students reviewed a video in preparation for a test, they searched through the video to find what they needed. Students optimised their use of video by spending more time on parts of the videos that were tied to their grades. Finally, in the Video Highlighting study, we introduced a method for highlighting a transcript and a filmstrip series of thumbnails of a video. A controlled laboratory study with 11 students revealed that for search tasks in video, users were able to find previously highlighted parts of video quickly, but transcripts were preferred over the filmstrip highlighting. The use of video in education is continuing to grow. Instructors use video to promote student engagement, yet future work is needed to make video easier to produce, evaluate, search and organise.

Text

2021-11-08

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/80157

Electrical and Computer Engineering

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/