![]() However, once a video is found, students are left without further guidance as to what parts in that video they should focus on. Finding the right video content is usually supported by the overarching learning management system and its interface that organises video items by course, categories and weeks, and makes them searchable. The increase in use of online educational tools has led to a large amount of educational video materials made available for students. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning videos The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. ![]() ![]() Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. One of the aims of the review is to identify the video characteristics that have been explored by previous work. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. However, it is still not clear what characteristics a video should have to be an effective learning medium. ![]() To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. People increasingly use videos on the Web as a source for learning. ![]()
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