TY - GEN
T1 - An analysis of students’ learning behaviors using variable-speed playback functionality on online educational platforms
AU - Nagahama, Toru
AU - Morita, Yusuke
N1 - Publisher Copyright:
© Springer International Publishing AG 2017.
PY - 2017
Y1 - 2017
N2 - The goal of this study is to clarify how students’ learning styles give effects to their learning experience and behaviors while visual contents presented at high speed. In our experiment, participants (10 visual learners and 9 verbal learners) categorized by Felder’s index of learning styles learned information science by watching the video content composed of 6 slides. The participants watched the content on the YouTube and used variable-speed playback functionality: 0.5×; 1.0×; 1.25×: 1.5×; 2.0× and we recorded participants’ behaviors by using video cameras and measured how long they spent using the functionality. We applied ANOVA to the participants’ scores on the comprehension test, mean responses for the questionnaire, and the mean percentage of functionality-usage time duration. The comprehension test results indicated no signify discrepancies between visual learners and verbal learners. Questionnaire survey showed that verbal learners felt significantly less difficulty on the slide 2. The functionality usage time duration indicated that verbal learners spent significantly longer time duration watching the video content at 2.0× speed. Those findings suggest the possibility that verbal learners tend to use the hi-speed playback functionality longer than visual learners when they feel less difficulty on educational slides.
AB - The goal of this study is to clarify how students’ learning styles give effects to their learning experience and behaviors while visual contents presented at high speed. In our experiment, participants (10 visual learners and 9 verbal learners) categorized by Felder’s index of learning styles learned information science by watching the video content composed of 6 slides. The participants watched the content on the YouTube and used variable-speed playback functionality: 0.5×; 1.0×; 1.25×: 1.5×; 2.0× and we recorded participants’ behaviors by using video cameras and measured how long they spent using the functionality. We applied ANOVA to the participants’ scores on the comprehension test, mean responses for the questionnaire, and the mean percentage of functionality-usage time duration. The comprehension test results indicated no signify discrepancies between visual learners and verbal learners. Questionnaire survey showed that verbal learners felt significantly less difficulty on the slide 2. The functionality usage time duration indicated that verbal learners spent significantly longer time duration watching the video content at 2.0× speed. Those findings suggest the possibility that verbal learners tend to use the hi-speed playback functionality longer than visual learners when they feel less difficulty on educational slides.
KW - E-Learning
KW - Learning behaviors
KW - Variable-speed playback functionality
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U2 - 10.1007/978-3-319-58753-0_24
DO - 10.1007/978-3-319-58753-0_24
M3 - Conference contribution
AN - SCOPUS:85025172874
SN - 9783319587523
T3 - Communications in Computer and Information Science
SP - 154
EP - 159
BT - HCI International 2017 - Posters Extended Abstracts - 19th International Conference, HCI International 2017, Proceedings
A2 - Stephanidis, Constantine
PB - Springer Verlag
T2 - 19th International Conference on Human-Computer Interaction, HCI International 2017
Y2 - 9 July 2017 through 14 July 2017
ER -