Designing a video playing interface for second language learners

Abstract

With an unprecedent use of videos in education, several video playing interfaces have been proposed to enhance video learning. However, little research to date has explored how video playing interfaces should be designed for the need of language learners. In this pilot study, we explored how language learners utilize and interact with different types of macro- and micro-scaffolding features while they watch academic lectures and government advertisements. We elicited the learners’ thought processes and tracked their interactions with the scaffolding features in several prototypes of video playing interface. The analyses revealed some important findings concerning scaffolding in video learning, most notably being the video type and the difficulty of its content seem to effect how language learners use micro-and macro-scaffolding. Based on the findings, we propose a new video playing interface.