On Using Interactivity to Monitor the Attendance of Students at Learning-Videos

S C I E N C E P A S S I O N T E C H N O L O G Y
www.tugraz.at
On Using Interactivity
to Monitor the Attendance
of Students
at Learning-Videos
Josef Wachtler and Martin Ebner
Educational Technology - TU Graz
EDMEDIA 2017

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On Using Interactivity to Monitor the Attendance of Students at Learning-Videos
Content
1. Introduction
2. LIVE: Interactive Video Platform
3. Research Design
4. Results
5. Outlook & Conclusion
Josef Wachtler and Martin Ebner , Educational Technology - TU Graz
EDMEDIA 2017

3
On Using Interactivity to Monitor the Attendance of Students at Learning-Videos
Graz University of Technology
Educational Technology
Europe, Austria, Graz
http://www.tugraz.at
EDMEDIA 2017

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Introduction
Motivation
students are beneﬁting from attending classes
students who are attending all units of a course are
prone to receive a better grade
at videos students are typically passive listeners
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Introduction
Monitoring the Attendance in Standard Class-
room Situations
a list which is handed from student to student in the
lecture theatre and has to be signed by each
attending student
ARS: use the list of answering students as a proof for
their attendance
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Introduction
Research Question
introduce and evaluate a possibility to monitor the
attendance of students at compulsory learning-videos
by using interactive components
RQ: How to use interactivity to assess the
performance of students at learning videos?
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LIVE: Interactive Video Platform
Attendance Monitoring
registered and authenticated users
for each student who attends a video the following
values are recorded
Absolute time of joining (e.g. 2016-12-11
13:45:27)
Relative time of joining (e.g. 00:00)
Absolute time of leaving (e.g. 2016-12-11
13:48:49)
Relative time of leaving (e.g. 03:22)
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Timeline Analysis
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List of All Attendees
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User Details
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Interactive Components
different methods of interaction:
automatically asked questions and captchas
asking questions to the lecturer
asking text-based questions to the attendees
multiple-choice questions at pre-deﬁned positions
analysis features for the teacher
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Video is Interrupted by a MC-Question
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Multiple-Choice Question Analysis
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Research Design
Setting
course: “Building Materials Basics”
second semester
bachelor program for “Civil Engineering Sciences
and Construction Management”
practical demonstrations
304 Students divided in 17 groups
each group is responsible for one demonstration
members of the other groups are forced to watch
video recordings of all demonstrations
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Research Design
Flow of Events
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Results
Number of Students
50 students who didn’t even start to watch the videos
number of fully watching students has a decreasing
tendency at the later videos
not very many students watched the videos more
often than once
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Results
50 Students Missing
304 registered students, only approximately 250
started watching the videos
missing students are the same at each video
no technical problems
simply not interested in successfully ﬁnishing the
lecture
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Results
Decreasing Number of
Fully Watching Students
early leaving students
ﬁrst six videos: less or equal to 7
last video: 26
most of the students watched one video directly after
another
it was not possible to maintain the attention of the
students long enough so that they started leaving
earlier
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Results
Re-Watching Students
Numbers:
ﬁrst and last video: above 60
other videos: max. 20
get the task of watching done
videos are well-made
ﬁrst and last video: testing
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Results
Multiple-Choice Questions
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Results
Acceptance of Attendance Monitoring
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Results
Student’s Comments
“I like interactive videos because with the help of the
questions I am able to watch the videos actively.”
“I don’t have to go to the lab for all demonstrations
because of the videos with attendance monitoring.“
“The interactive components are stopping me from
watching the videos faster.”
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Outlook & Conclusion
Outlook
analysis of the long-term learning success
ensuring that the students are watching the videos by
themselves
cryptography (e.g. digital signature)
authentication process linked to the ofﬁcial
student management system of the university
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Outlook & Conclusion
Conclusion
an approach to monitor the attendance of students at
videos is introduced
a web-platform records the time of watching of each
individual student and adds some interactive
components
the web-platform worked in an acceptable way and
the majority of students liked the approach
same accuracy as in a standard classroom situation
where a list has to be signed to conﬁrm the
attendance
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Thank you ...
... for your attention!
Questions?
Josef Wachtler, josef.wachtler@tugraz.at
Martin Ebner, martin.ebner@tugraz.at
Graz University of Technology
Educational Technology
M¨unzgrabenstraße 35A, A-8010 Graz
http://elearningblog.tugraz.at
EDMEDIA 2017

On Using Interactivity to Monitor the Attendance of Students at Learning-Videos

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