Use patterns of educational videos:va quantitative study among university students

  1. Arroyo-Barrigüete, Jose Luis 1
  2. López-Sánchez, Jose Ignacio 2
  3. Minguela-Rata, Beatriz 2
  4. Rodriguez-Duarte, Antonio 2
  1. 1 Universidad Pontificia Comillas
    info

    Universidad Pontificia Comillas

    Madrid, España

    ROR https://ror.org/017mdc710

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
WPOM

ISSN: 1989-9068

Año de publicación: 2019

Volumen: 10

Número: 2

Páginas: 1-19

Tipo: Artículo

DOI: 10.4995/WPOM.V10I2.12625 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: WPOM

Resumen

This paper analyzes the perception, on the part of Grade students, of the availability of videos complementary to classroom teaching, as well as the moment of visualization of the same, with the aim of identifying their use pattern and perceived usefulness, an initial step towards future flip-teaching interventions. The analysis has been carried out in three groups, one of the Business Administration degree, and two of the double degree of Business Administration and Law, during the academic year 2018-19, in a quantitative subject (Quantitative Models), the content of which is necessary for subsequent subjects, including Operations Management, in the third year of the grade. The use pattern of the videos, which received a total of 7281 views, was analysed using the Box-Jenkins methodology, adjusting an ARIMA model and identifying the atypical values in the series. The results indcate that the students perceive these videos as useful, although more as a tool to help in the preparation of exams than as an instrument to review the contents. All authors have participated in the idea, study design, collection and/or analysis and interpretation of the data, in the draft of the paper and in the critical review of their intellectual content.

Referencias bibliográficas

  • Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L., Smith, R., Inge, C., & Strom, R. E. (2007). The im-pact of video streaming on mathematics performance. Communication Education, 56(2), 134-144. http://dx.doi.org/10.1080/03634520601071801
  • Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.
  • Bravo, E., Amante, B., Simo, P., Enache, M., & Fernandez, V. (2011, April). Video as a new teaching tool to increase student motivation. 2011 IEEE Global Engineering Education Conference (EDUCON) (pp. 638-642). Amman, Jordan: IEEE. http://dx.doi.org/10.1109/EDUCON.2011.5773205
  • Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing automated capture and access in the classroom. ACM Transactions on Computer-Human Interaction (TOCHI), 11(2), https://doi.org/121-155. 10.1145/1005361.1005362
  • Chen, C., & Liu, L. M. (1993). Joint Estimation of Model Parameters and Outlier Effects in Time Series. Journal of the American Statistical Association, 88(421), 284-297. http://dx.doi.org/10.1080/01621459.1993.10594321
  • Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in education: Student atti-tudes, behaviour and self-efficacy. Journal of Educational Technology & Society, 14(2), 236-247.
  • Chintalapati, N., & Daruri, V. S. K. (2017). Examining the use of YouTube as a Learning Resource in higher education: Scale development and validation of TAM model. Telematics and Informat-ics, 34(6), 853-860. http://dx.doi.org/10.1016/j.tele.2016.08.008
  • Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and moti-vation in online courses. The American Journal of Distance Education, 19(4), 215-227. http://dx.doi.org/10.1207/s15389286ajde1904_3
  • Chuttur, M. Y. (2009). Overview of the technology acceptance model: Origins, developments and future directions. Working Papers on Information Systems, 9(37), 9-37.
  • Copley, J. (2007). Audio and video podcasts of lectures for campus‐based students: production and evaluation of student use. Innovations in education and teaching international, 44(4), 387-399. https://doi.org/10.1080/14703290701602805
  • Costa, C., Alvelos, H., & Teixeira, L. (2018). Students' Acceptance of an Educational Videos Platform: A Study in a Portuguese University. International Journal of Information and Communication Technology Education (IJICTE), 14(1), 86-102. http://dx.doi.org/10.4018/IJICTE.2018010107
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3) 319-340. http://dx.doi.org/10.2307/249008
  • de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105-134. https://doi.org/10.1007/s11251-009-9110-0
  • De la Fuente Sánchez, D., Hernández Solís, M., & Pra Martos, I. (2013). El mini video como recurso di-dáctico en el aprendizaje de materias cuantitativas. RIED. Revista Iberoamericana de educa-ción a Distancia, 16(2), 177-192. https://doi.org/10.5944/ried.16.2.9911
  • De la Fuente Sánchez, D., Hernández Solís, M., & Pra Martos, I. (2018). Vídeo educativo y rendimiento académico en la enseñanza superior a distancia. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 323-341. https://doi.org/10.5944/ried.21.1.18326
  • Díaz, D., Ramírez, R., & Hernández-Leo, D. (2015). The Effect of Using a Talking Head in Academic Videos: An EEG Study. 2015 IEEE 15th International Conference on Advanced Learning Technologies (pp. 367-369). Hualien, Taiwan: IEEE. http://dx.doi.org/10.1109/ICALT.2015.89
  • Giannakos, M. N. (2013). Exploring the video‐based learning research: A review of the literature. British Journal of Educational Technology, 44(6), 191-195.
  • Giannakos, M. N., Jaccheri, L., & Krogstie, J. (2016). Exploring the relationship between video lecture usage patterns and students' attitudes. British Journal of Educational Technology, 47(6), 1259-1275. https://doi.org/10.1111/bjet.12313
  • Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). Atlanta, USA: ACM. https://doi.org/10.1145/2556325.2566239
  • Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, J. P. (2015). Video and online learning: Critical reflections and findings from the field. HIIG Discussion Paper Series No. 2015-02. http://dx.doi.org/10.2139/ssrn.2577882
  • Heilesen, S. B. (2010). What is the academic efficacy of podcasting? Computers & Education, 55(3), 1063-1068. https://doi.org/10.1016/j.compedu.2010.05.002
  • Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘use-ful’digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. https://doi.org/10.1080/03075079.2015.1007946
  • Hovden, R. (2013). Bibliometrics for Internet media: Applying the h‐index to Y ou T ube. Journal ofthe American Society for Information Science and Technology, 64(11), 2326-2331. https://doi.org/10.1002/asi.22936
  • Jiménez-Castillo, D., Sánchez-Fernández, R., & Marín-Carrillo, G. M. (2017). Dream team or odd couple? Examining the combined use of lectures and podcasting in higher education. Innovations in Ed-ucation and Teaching International, 54(5), 448-457. https://doi.org/10.1080/14703297.2016.1148622
  • Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831. https://doi.org/10.1016/j.chb.2012.01.011
  • Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing face in video instruction: effects on information retention, visual attention, and affect. Proceedings of the SIGCHI conference on human factors in computing systems (pp. 2095-2102). Toronto, Canada: ACM SIGCHI. http://dx.doi.org/10.1145/2556288.2557207
  • Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The instructor’s face in video instruction: Evi-dence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724-739. http://dx.doi.org/10.1037/edu0000013
  • Lai, P. C. (2017). The literature review of technology adoption models and theories for the novelty tech-nology. JISTEM-Journal of Information Systems and Technology Management, 14(1), 21-38. http://dx.doi.org/10.4301/S1807-17752017000100002
  • Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using supplementary video in multi-media instruction as a teaching tool to increase efficiency of learning and quality of experience. The International Review of Research in Open and Distributed Learning, 15(3). https://doi.org/10.19173/irrodl.v15i3.1825
  • Llorente Cejudo, M. D. C., Cabero Almenara, J., & Román Graván, P. (2005). Las posibilidades del vídeo digital para la formación. Labor Docente, 4, 58-74.
  • Lonn, S., & Teasley, S. D. (2009). Podcasting in higher education: What are the implications for teaching and learning? The Internet and Higher Education, 12(2), 88-92. https://doi.org/10.1016/j.iheduc.2009.06.002
  • López-de-Lacalle, J. (2016). tsoutliers R package for detection of outliers in time series. CRAN, R Packa-ge. Disponible en https://jalobe.com/doc/tsoutliers.pdf
  • Mayer, R.E. (2001). Multimedia learning. New York: Cambridge University Press
  • Mayer, R.E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educatio-nal Psychologist, 38, 43-52.
  • Meseguer-Martinez, A., Ros-Galvez, A., y Rosa-Garcia, A. (2017). Satisfaction with online teaching vide-os: A quantitative approach. Innovations in Education and Teaching International, 54(1), 62-67.
  • Meseguer-Martinez, A., Ros-Galvez, A., Rosa-Garcia, A., y Catalan-Alarcon, J. A. (2019). Online video impact of world class universities. Electronic Markets, 29(3), 519-532. https://doi.org/10.1007/s12525-018-0315-4
  • Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the tech-nology acceptance model. The International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.2886
  • O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Infor-mation Technologies, 22(1), 399-415. https://doi.org/10.1007/s10639-015-9451-z
  • Oliveira, L. R., Fontes, R., Collus, J., & Cerisier, J. F. (2019). Video and online learning in higher education: A bibliometric analysis of the open acess scientific production, through Web of Science. Pro-ceedings of INTED2019 Conference (pp. 8562-8567). Valencia, Spain. ISBN: 978-84-09-08619-1
  • Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018). Video and learning: a systematic review (2007--2017). Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 151-160). Sydney, Australia: ACM. https://doi.org/10.1145/3170358.3170376
  • Ros-Gálvez, A., y Rosa-García, A. (2013). Vídeos docentes de Microeconomía: análisis de su impacto externo e interno. Historia y Comunicación Social, 18 (Nº Esp), 75-84. https://doi.org/10.5209/rev_HICS.2013.v18.43949
  • Ros-Gálvez, A., Meseguer-Martínez, A. y Rosa-García, A. (2017). Difusión de videos académicos: Ren-dimiento de las universidades españolas en YouTube. Investigaciones de Economía de la Educación, 12, 515-527.
  • Rajadell, M., & Garriga-Garzón, F. (2017). Educational videos: After the why, the how. Intangible Capi-tal, 13(5), 902-922. http://dx.doi.org/10.3926/ic.1042
  • Schworm, S., & Stiller, K. D. (2012). Does personalization matter? The role of social cues in instructional explanations. Intelligent Decision Technologies, 6(2). 105-111.10.3233/IDT-2012-0127
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
  • Sweller , J. (1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology, 81, 457-466.
  • Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and In-struction, 4, 295-312.
  • Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational technology research and development, 58(1), 19-37. https://doi.org/10.1007/s11423-009-9128-7
  • Van Zanten, R., Somogyi, S. & Curro, G. (2012). Purpose and preference in educational podcasting. Brit-ish Journal of Educational Technology, 43(1), 130–138. https://doi.org/10.1111/j.1467-8535.2010.01153.x
  • Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision sciences, 27(3), 451-481. https://doi.org/10.1111/j.1540-5915.1996.tb00860.x
  • Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual atten-tion, recall, and perceived learning. Computers in Human Behavior, 71, 79-89. https://doi.org/10.1016/j.chb.2017.01.049
  • Weatherly, J. N., Grabe, M., & Arthur, E. I. (2003). Providing introductory psychology students access to lecture slides via Blackboard 5: A negative impact on performance. Journal of Educational Technology Systems, 31(4), 463-474. https://doi.org/10.2190/KRW7-QHFY-AY3M-FFJC
  • Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automat-ed feedback on student performance. Computers & Education, 54(4), 992-998. https://doi.org/10.1016/j.compedu.2009.10.002
  • Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: a critical analysis of the research published in 2003-2013 and future visions. eLmL 2014, The Sixth International Con-ference on Mobile, Hybrid, and On-line Learning (pp. 112–119). Barcelona, Spain: RIA XPS. ISBN: 978-1-61208-328-5
  • Pi, Z. y Hong, J. (2016) Learning process and learningoutcomes of video pod-casts including the instruc-tor and PPT slides: a Chinese case. Innovations in Education and Teaching International, 53(2), 135-144. https://doi.org/10.1080/14703297.2015.1060133
Fuente de los datos: Dialnet