Investigating the Effectiveness of Visual Learning Analytics in Active Video Watching

Abstract

Video-based Learning (VBL) is a popular form of online learning, which may lead to passive video watching and low learning outcomes. Besides potential low engagement, VBL often provides very limited feedback on student’s progress. As a way to overcome these challenges, we present student-facing visual learning analytics (VLA) designed for the AVW-Space VBL platform. Using a quasi-experimental design, we compared data collected in the same first-year university course in 2020 (control group, 294 participants using the original version of AVW-Space) to the 2021 data when 351 participants used the enhanced version of AVW-Space (experimental group). We analysed various measures of engagement (number of watched videos, comments, etc.) and learning (pre/post-study knowledge scores). The findings show that VLA encourage constructive behaviour and increase learning. This research contributes to using student-facing VLA in VBL platforms to boost engagement and learning.