Martínez-Martínez Alex, Montoliu Raul, Remolar Inmaculada
Institute of New Imaging Technologies, Universitat Jaume I, Av. Vicent sos Baynat, s/n, Castellón de la Plana, 12071, Spain.
Heliyon. 2024 Oct 24;10(21):e39682. doi: 10.1016/j.heliyon.2024.e39682. eCollection 2024 Nov 15.
Due to its inherent flexibility and adaptability, e-learning has become a versatile and effective educational option, with video-based learning (VBL) enabling asynchronous engagement. Despite the wealth of video resources, evaluating their effectiveness remains challenging. This study employs a comprehensive approach, analyzing student behavior and video metadata to assess educational videos' efficacy. Metrics such as average playback speed, video and course completion rates, and video metadata were examined using the XuetangX dataset, MOOC- CubeX. Results indicate that viewing patterns are more influenced by students' choices than by video content. Well-conceptualized videos increase viewing time, with 17 % of students engaging with videos over 30 min if they cover focused topics. While shorter videos generally have higher completion rates, many remain untouched. Playback speed analysis shows a preference for standard speed, with positive correlations between speed and both completion percentage and viewing time. Courses under 5 h are likely to be watched for less than an hour, reflecting brief viewing durations. Metadata analysis reveals that generic titles may deter engagement, underscoring the importance of precise tagging and content relevance for enhancing student interaction.
由于其固有的灵活性和适应性，电子学习已成为一种通用且有效的教育选择，基于视频的学习（VBL）实现了异步参与。尽管有丰富的视频资源，但评估它们的有效性仍然具有挑战性。本研究采用综合方法，分析学生行为和视频元数据以评估教育视频的功效。使用学堂在线数据集MOOC - CubeX对平均播放速度、视频和课程完成率以及视频元数据等指标进行了研究。结果表明，观看模式受学生选择的影响大于视频内容。概念清晰的视频会增加观看时间，如果涵盖重点主题，17%的学生会观看超过30分钟的视频。虽然较短的视频通常完成率较高，但许多视频仍无人问津。播放速度分析显示学生偏好标准速度，速度与完成百分比和观看时间之间存在正相关。5小时以下的课程观看时长可能不到一小时，这反映了观看时间较短。元数据分析表明，通用标题可能会阻碍参与度，这突出了精确标记和内容相关性对于增强学生互动的重要性。
