Details
| Originalsprache | Englisch |
|---|---|
| Aufsatznummer | 104355 |
| Fachzeitschrift | Comput. Educ. |
| Jahrgang | 176 |
| Frühes Online-Datum | 20 Okt. 2021 |
| Publikationsstatus | Veröffentlicht - Jan. 2022 |
Abstract
With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics of the selected videos. We aim to understand the potential motives for why participants pause educational videos while watching such videos online. Our analyses revealed that perceived difficulties in comprehension and meaningful structural breakpoints in the videos were associated with increased pausing behavior. In contrast, pausing behavior was not associated with the videos’ formal structural features highlighted in the video platform. Implications of these findings and the potentials of our methodological approach for theory and practice are discussed.
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- Ausbildung bzw. Denomination
- Informatik (insg.)
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in: Comput. Educ., Jahrgang 176, 104355, 01.2022.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Pushing the button
T2 - Why do learners pause online videos?
AU - Merkt, Martin
AU - Hoppe, Anett
AU - Bruns, Gerrit
AU - Ewerth, Ralph
AU - Huff, Markus
N1 - Funding Information: The position of Anett Hoppe was funded within the project SALIENT (Leibniz Association, K68/2017 ).
PY - 2022/1
Y1 - 2022/1
N2 - With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics of the selected videos. We aim to understand the potential motives for why participants pause educational videos while watching such videos online. Our analyses revealed that perceived difficulties in comprehension and meaningful structural breakpoints in the videos were associated with increased pausing behavior. In contrast, pausing behavior was not associated with the videos’ formal structural features highlighted in the video platform. Implications of these findings and the potentials of our methodological approach for theory and practice are discussed.
AB - With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics of the selected videos. We aim to understand the potential motives for why participants pause educational videos while watching such videos online. Our analyses revealed that perceived difficulties in comprehension and meaningful structural breakpoints in the videos were associated with increased pausing behavior. In contrast, pausing behavior was not associated with the videos’ formal structural features highlighted in the video platform. Implications of these findings and the potentials of our methodological approach for theory and practice are discussed.
KW - Logfile analysis
KW - Online videos
KW - Pauses
KW - Video difficulty
KW - Video structure
UR - http://www.scopus.com/inward/record.url?scp=85117716135&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2021.104355
DO - 10.1016/j.compedu.2021.104355
M3 - Article
VL - 176
JO - Comput. Educ.
JF - Comput. Educ.
M1 - 104355
ER -