A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Autor/inn/en	Geri, Nitza; Winer, Amir; Zaks, Beni
Titel	A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students
Quelle	In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 13 (2017), S.215-228 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geri, Nitza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2084
Schlagwörter	Foreign Countries; Educational Research; Data Analysis; Interaction; Online Courses; Interactive Video; Lecture Method; Attention Span; English for Academic Purposes; Open Universities; Access to Education; Instructional Design; Advanced Courses; Time Factors (Learning); Best Practices; Instructional Effectiveness; College Students; Israel + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Auswertung; Interaktion; Online course; Online-Kurs; Interaktives Video; Offene Universität; Education; Access; Bildung; Zugang; Bildungszugang; Lesson concept; Lessonplan; Unterrichtsentwurf; Fortgeschrittenenunterricht; Unterrichtserfolg; Collegestudent
Abstract	Aim/Purpose: As online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students' attention span. Background: Interactivity is perceived as increasing the attention span of learners and improving the quality of learning. However, interactivity may be regarded as an interruption, which distracts students. Furthermore, adding interactive elements to online video lectures requires additional investment of various resources. Therefore, it is important to investigate the impact of adding interactivity to online video lectures on the attention span of learners. Methodology: This study employed a learning analytics approach, obtained data from Google Analytics, and analyzed data of two Massive Open Online Courses (MOOCs) that were developed by the Open University of Israel in order to make English for academic purposes (EAP) courses freely accessible. Contribution: The paper provides important insights, based on quantitative empirical research on: integrating interactive elements in online videos; the impact of video length; and differences between two groups of advanced and basic learners. Furthermore, it demonstrates how learning analytics may be used for improving instructional design. Findings: The findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for Practitioners: Adding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for Researchers: Learning analytics is a powerful quantitative methodology for identifying ways to improve learning processes. Impact on Society: Providing practical insights on mechanisms for increasing the attention span of learners is expected to improve social inclusion. Future Research: Discovering further best practices to improve the effectiveness of online video lectures for diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01