IEEE 13th International Conference on Advanced Learning Technologies / Interactive Video enhanced learning-teaching process for digital native students

1. Interactive Video enhanced learning-teaching process for digital native students
Ana Lidia Franzoni
Computer Science Department
Instituto Tecnológico Autónomo de México (ITAM)
México City, México
analidia@itam.mx
Carlos P. Ceballos, Ernesto Rubio
Computer Science Department
Instituto Tecnológico Autónomo de México (ITAM)
México City, México
carlosjpc87@gmail.com, neto.r27@gmail.com
Abstract— Nowadays the use of video is a natural process for
digital natives’ students. Several aspects of instructional video
in e-learning or in a traditional learning have not yet been well
investigated. A major problem with the use of instructional
video has been lack of interactivity [1]. It´s difficult manage
video; students cannot directly jump to a particular part of a
video or add some explanations to a specific part by the
teacher or the student. Browsing a not interactive video is
more difficult and time consuming, because people have to
view and listen to the video sequentially this remains a linear
process. We defined and developed an interactive platform
video online system to allow proactive and random access to
video content based on questions or search targets, use of an
interactive word glossary, dictionary, an online books,
educational video resources, extra explanations for the
teachers and comments for students in real time. If learners
can determine what to construct or create, they are more likely
to engage in learning. Interactive video increases learner-
content interactivity, thus potentially motivating students and
improving learning effectiveness [1]. We are evaluating this
system at some universities of Mexico.
Keywords- Interactive video, collaboration; learning process;
video.
I. INTRODUCTION
The education by itself have more commonly used video
technologies, and in progressively more innovative ways.
Also the development of learner centered pedagogy, uses of
video are expanding from teachers simply showing videos to
students to approaches where learners interact with, create,
or comment on video resources as part of their knowledge-
building activities [1], [2].
This is because the educators were trying to get students
energized and engaged in the class, and video is clearly an
instructional medium that generates interest. It’s obvious that
the more engaged the students are, the more they learn and
retain information [3].
Interactive video that provides individual control over
random access to content may lead to better learning
outcomes and higher learner satisfaction and the learning
outcomes depend largely on the way videos are used as part
of the overall learning environment, for example, how
viewing or producing videos is integrated into other learning
resources and tasks[3].
II. RELATED WORK
Recent advances are working in creating a video like
learning tool, so we want to give a few examples that allow
us to show the difference and also some studies which work
we are emulating. For example, Kam (2012) argues that
short videos showing applied knowledge through the course
are good for students [4], our platform allows adding a video,
from YouTube or Vimeo, to the video class to show
interesting experiments, representations or applied science
products. Bardel et al. (2012) uses multi-path video to
provide different approaches to a subject [5], whereas we are
implementing multi-path to personalize education, allowing
students who are not grasping the explanation other
explanations and more exercises.
III. ONLINE LEARNING
The focus, we argue, is on creating content that will
get students attention and communicate with them achieving
engagement, this will result in an increase of students
searching and using it. The hypothesis behind our work in
online education is that, if students’ attention and
engagement is achieved through it and it is combined with
face-to-face tutoring, both can result in better education for
kids that are not highly motivated who may drop out or fail
to fully explode their capabilities.
IV. METHODOLOGY
To develop this platform we use the Model-View-
Controller (MVC) methodology. The Model-View-
Controller was originally formulated in the late 1970s by
Trygve Reenskaug at Xerox PARC, as part of the Smalltalk
system [13]. It has been adapted as architecture for web
development and the responsibilities of each component are
divided between the client and the server [6].
This is a development abstraction model that separates
the graphic interface of the user from the business logic in
three different components. One of the most important
advantages of this methodology is the facility of code
reusability and separation of concerns [6]. This methodology
separates the application into three kinds of components
(Models, views and controllers). These components interact
with each other to complete tasks. Also, the MVC defines
how these components should interact between them [6].
2013 IEEE 13th International Conference on Advanced Learning Technologies
978-0-7695-5009-1/13 $26.00 © 2013 IEEE
DOI 10.1109/ICALT.2013.84
270
2013 IEEE 13th International Conference on Advanced Learning Technologies
978-0-7695-5009-1/13 $26.00 © 2013 IEEE
DOI 10.1109/ICALT.2013.84
270
2013 IEEE 13th International Conference on Advanced Learning Technologies
978-0-7695-5009-1/13 $26.00 © 2013 IEEE
DOI 10.1109/ICALT.2013.84
270
2013 IEEE 13th International Conference on Advanced Learning Technologies
978-0-7695-5009-1/13 $26.00 © 2013 IEEE
DOI 10.1109/ICALT.2013.84
270

2. V. DESING
The mayor guidelines that we are following in our
development, as a consequence, are: An expert system would
allow ‘personalized’ education. Suggesting further or
different explanations where answers are incorrect and
proposing teachers according to the students’ way of
learning.Courses will be interwoven or connected, examples
of math courses will be problems for a physics, economics or
chemistry course. There is no ‘one size fits all’ but a number
of options to tackle a problem or how to learn something.
Students should be able to ‘leap frog’ through knowledge.
Reach different knowledge through connections between
courses. Knowledge is ever growing and everyone can
contribute, so we must provide a tool and guidelines to create
courses or projects and properly position them in the tree of
knowledge.
• In the same line students should be able to answer
another student questions and make forums and projects of
common interest in turn of the courses they take.
VI. IMPLEMENTATION
The web platform was developed as a cloud service
(Software as a service), this represents a lot of advantages
like cost efficiency, high speed transfer of files, high
availability and on-demand growth [7].
The system development is focused on web technologies,
the students can access with different kinds of devices
(desktop computers, laptops, tablets and smart phones). This
cross-platform compatibility is essential for the students,
because they can take advantage of any free time no matter
where they are.
The Fig. 1 shows how a student is taking a class over a
video. While the student is watching the video several notes
appear in the screen based on the time. The important thing
is that these notes include extra information of the class to
help the students to understand difficult ideas.
Figure 1 Text adding in editor mode
The Fig 2 shows the interface where the user can add
interactivity to the video via drag and drop system. The user
chooses type of element and the time interval of appearance.
Figure 2 Screen shot of how a student sees a class>.
VII. CONCLUSION AND FUTURE WORK
We are involving universities in Mexico offering them
our technological platform, which is centered around courses
based on videos. We have developed a tool that allows
professors and students working with them to add
multimedia to their uploaded videos. The possibilities that
we are currently providing, for the complement of the video,
are: text, images, secondary videos, web pages, open and
closed answers. The universities are pursuing different
strategies, like short capsules of theory, problem resolution,
etc. but all their efforts are being carefully categorized and
will be judged successful in light of the students learning.
For the time being we are giving more importance to
content that is generated by the teachers or the institutions
for their students over content generated by super experts
who may appeal less the student who has a given course and
exam to pass.
For this first phase we are working with universities for
evaluate the platform, and for the future second phase
universities will help us for providing statistics within the
platform to be correlated with the students results.
REFERENCES
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video in e-learning: Assessing the impact of interactive video on
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[2] D. Schwartz and K. Hartman, “It’s Not Television Anymore:
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and S.J. Derry, eds., pp. 335-348, Erlbaum, 2007.
[3] R. Barthel, S. Ainsworth and M. Sharples. “Collaborative Knowledge
Building With Shared Video Representations” International Journal
of Human Computer Studies, 2012.
[4] K. L. Kam. “Short Online Videos to Excite and Engage Students
About Control”, IEEE Control System Macazine 71, 2012.
[5] R. Barthel, S. Ainsworth and M. Sharples. “Collaborative Knowledge
Building With Shared Video Representations” International Journal
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[6] Weisfeld, A. Matt. ”The Object-Oriented Thourght Process”, Sams
Publishing, pp. 239. 2004
[7] J. Marchall M. “Learning With Technology: Evidence That
Technology Can, and Does, Support Learning” San Diego State
University.2002.
[8] Voorsluys, William; Broberg, James; Buyya, Rajkumar. “Introduction
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