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Questionization of Peer-Generated Comments for Supporting Online Video-based Learning

Published: 08 June 2017 Publication History

Abstract

Questions are an important trigger of learning as well as social interaction, and question asking is a common technique that teachers and practitioners use in classrooms for motivating and engaging students. In the context of online video-based learning such as MOOCs, however, there remains limited understanding around whether questions benefit online learning and how to systematically use questions to support learners online. In this paper, we present a questionization technique which can transform comment left by previous learners into question forms to display to new learners. Through a user study, we investigate how such transformation of peer comments influence learning experiences. The results indicated that showing high proportion of questions along with a control of the total amount of information displayed can positively impact learning experience and participation.

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Cited By

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  • (2019)Effects of interactive video annotations on students' browsing behavior and perceived workloadACM SIGAPP Applied Computing Review10.1145/3357385.335738919:2(44-57)Online publication date: 15-Aug-2019
  • (2019)Anchoring interactive points of interest on web-based instructional videoProceedings of the 34th ACM/SIGAPP Symposium on Applied Computing10.1145/3297280.3297521(2445-2452)Online publication date: 8-Apr-2019
  • (2019)Virtual Classmates: Embodying Historical Learners' Messages as Learning Companions in a VR Classroom through Comment Mapping2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR)10.1109/VR.2019.8797708(163-171)Online publication date: Mar-2019
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  1. Questionization of Peer-Generated Comments for Supporting Online Video-based Learning

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    cover image ACM Other conferences
    Chinese CHI '17: Proceedings of the Fifth International Symposium of Chinese CHI
    June 2017
    67 pages
    ISBN:9781450353083
    DOI:10.1145/3080631
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    New York, NY, United States

    Publication History

    Published: 08 June 2017

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    Author Tags

    1. MOOCs
    2. Qustionization
    3. Time-ahchored comments

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    Chinese CHI 2017

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    Chinese CHI '17 Paper Acceptance Rate 9 of 19 submissions, 47%;
    Overall Acceptance Rate 17 of 40 submissions, 43%

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    Cited By

    View all
    • (2019)Effects of interactive video annotations on students' browsing behavior and perceived workloadACM SIGAPP Applied Computing Review10.1145/3357385.335738919:2(44-57)Online publication date: 15-Aug-2019
    • (2019)Anchoring interactive points of interest on web-based instructional videoProceedings of the 34th ACM/SIGAPP Symposium on Applied Computing10.1145/3297280.3297521(2445-2452)Online publication date: 8-Apr-2019
    • (2019)Virtual Classmates: Embodying Historical Learners' Messages as Learning Companions in a VR Classroom through Comment Mapping2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR)10.1109/VR.2019.8797708(163-171)Online publication date: Mar-2019
    • (2018)Examining Q&A of Peer Tutor Learning via Online VideosExtended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems10.1145/3170427.3188653(1-6)Online publication date: 20-Apr-2018

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