On Using Learning Analytics to Track the Activity of Interactive MOOC Videos

1S C I E N C E P A S S I O N T E C H N O L O G Y

u www.tugraz.at

2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner

On Using Learning Analytics to Track the Activity of Interactive MOOC Videos

22 Graz University of Technology

• Europe, Austria, Graz• http://www.tugraz.at • http://elearningblog.tugraz.at



http://www.tugraz.at/

http://elearningblog.tugraz.at/


33

@TuMohdKhalil @mebner@behi_at@wachjose88

The Authors

Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner2016-04-26


44 Content

1. Motivation2. Related Work3. Interactions in Learning Videos4. Evaluation5. Summary



55 Motivation

• interaction and communication are very important influencing factors of students' attention

• attention is considered as the most crucial resource for human learning

• it is from high importance to understand and to analyze it

• learning analytics plays a major factor in enhancing learning environments components

• reflecting and benchmarking the whole learning process



66 Related work

• other interactive video tools• Youtube• Zaption• EdTed• …

• real-world pendant: audience response system• has the power to enhance students‘ attention and

participation• the addition of interactivity to learning videos tries to

generate similar benefits



77 Interactions in Learning Videos

• web-based information system called LIVE• registered and authenticated users• different methods of interaction

• automatically asked questions and captchas• questions to the lecturer by the learners• asking text-based questions to the attendees live or at

pre-defined positions• multiple-choice questions at pre-defined positions

• different possibilities of analysis



88 Video interrupted by a multiple-choice question1. paused video is

overlaid by an interaction

to resume playing, it is required to respond to the interaction

2. control elements on the right side of the video

invoke interactions manually

ask a question to the teacher

Interactions in Learning Videos


99 Timeline Analysis

• number of users (green) and views (red)• exact values on mousehover



1010 Watched Parts per User

• marks each watched part with a bar• time of joining and leaving in relative and absolute

values on mousehover



1111 Evaluation

• MOOC – Maker Day for School Children

• Using Log File of LIVE

• Exploratory Analysis and Visualizations

• Examining effeciency and weak-points.



1212 Evaluation – Delay of ResponseOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos


Delay of Response

Certified students took less time than the others in answering the questions.



More timeansweringquestions



Non-certified holds more outliers

1515 Evaluation – Timing of the QuestionsOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos


Timing of the Questions

We wanted to infer the relevance timing of the first question to describe the drop rate during videos.

Students drop after 15% of the videos. Most students who watch 20%, keep watching the

whole video



Limited drop ratio

1st Question, should be in the high-drop rate area. (0-10%)



Colored points depict distinct watchers count of each week video.

Grey points indicates number of views.

Week1-3 shows more views per user

Last two weeks, views=watchers

1818 Evaluation – Total ActivityOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos


Total Activity of the Videos Counting no. Of plays,stops and fully watched. Activity was high in Week1,Week3 & Week5.

1919 Evaluation – Total ActivityOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos


Highly active because of the topic

2020 Summary

• an interactive video platform presenting videos of a MOOC

• an evaluation of this system to examine its performance and describe the behavior of students

• the main concept behind latching on the students' attention becomes attainable through evaluating the questions' content and the interactions timing



2121 Thank you for your attention!

• Josef Wachtler, [email protected]• Mohammad Khalil, [email protected]• Behnam Taraghi, [email protected]• Martin Ebner, [email protected]

Graz University of TechnologyEducational TechnologyMünzgrabenstraße 35a, 8010 Graz, Austria – Europehttp://elearningblog.tugraz.at



mailto:[email protected]





On Using Learning Analytics to Track the Activity of Interactive MOOC Videos

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