Abstract
Massively Online Open Courses (MOOCs) consist of online video lectures delivered by experts. Learner drop-out is a major concern for MOOCs. Early drop-outs are often associated with cognitive overload partially caused by unfamiliarity of concepts being taught. In such cases, the course can be augmented with supporting information such as definition and explanation for concepts. In this paper, we propose a metric quantifying the need for augmentation of individual concepts as a course progresses. We examine the metric using a MOOC course. We also present a preliminary experiment with 36 undergraduate students on using such augmentation. © 2014 Springer International Publishing.
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Singh, G. K., Doke, A., Kumar, V., Bhat, S., & Pedanekar, N. (2014). Assessing the need of augmenting video lectures with supporting information. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 8523 LNCS, pp. 238–249). Springer Verlag. https://doi.org/10.1007/978-3-319-07482-5_23
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