@article{kim_understanding_2014,
	title = {Understanding in-video dropouts and interaction peaks in online lecture videos},
	copyright = {http://creativecommons.org/licenses/by-nc-sa/4.0/},
	url = {http://dspace.mit.edu/handle/1721.1/90413},
	abstract = {With thousands of learners watching the same online lecture videos, analyzing video watching patterns provides a unique opportunity to understand how students learn with videos. This paper reports a large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses (MOOCs) on edX. We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61\% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs.},
	language = {en\_US},
	urldate = {2018-05-30},
	journal = {Other univ. web domain},
	author = {Kim, Juho and Guo, Philip J. and Seaton, Daniel T. and Mitros, Piotr and Gajos, Krzysztof Z. and Miller, Robert C.},
	month = mar,
	year = {2014},
}

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We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs.","language":"en_US","urldate":"2018-05-30","journal":"Other univ. web domain","author":[{"propositions":[],"lastnames":["Kim"],"firstnames":["Juho"],"suffixes":[]},{"propositions":[],"lastnames":["Guo"],"firstnames":["Philip","J."],"suffixes":[]},{"propositions":[],"lastnames":["Seaton"],"firstnames":["Daniel","T."],"suffixes":[]},{"propositions":[],"lastnames":["Mitros"],"firstnames":["Piotr"],"suffixes":[]},{"propositions":[],"lastnames":["Gajos"],"firstnames":["Krzysztof","Z."],"suffixes":[]},{"propositions":[],"lastnames":["Miller"],"firstnames":["Robert","C."],"suffixes":[]}],"month":"March","year":"2014","bibtex":"@article{kim_understanding_2014,\n\ttitle = {Understanding in-video dropouts and interaction peaks in online lecture videos},\n\tcopyright = {http://creativecommons.org/licenses/by-nc-sa/4.0/},\n\turl = {http://dspace.mit.edu/handle/1721.1/90413},\n\tabstract = {With thousands of learners watching the same online lecture videos, analyzing video watching patterns provides a unique opportunity to understand how students learn with videos. This paper reports a large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses (MOOCs) on edX. We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61\\% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs.},\n\tlanguage = {en\\_US},\n\turldate = {2018-05-30},\n\tjournal = {Other univ. web domain},\n\tauthor = {Kim, Juho and Guo, Philip J. and Seaton, Daniel T. and Mitros, Piotr and Gajos, Krzysztof Z. and Miller, Robert C.},\n\tmonth = mar,\n\tyear = {2014},\n}\n\n","author_short":["Kim, J.","Guo, P. J.","Seaton, D. T.","Mitros, P.","Gajos, K. Z.","Miller, R. C."],"key":"kim_understanding_2014","id":"kim_understanding_2014","bibbaseid":"kim-guo-seaton-mitros-gajos-miller-understandinginvideodropoutsandinteractionpeaksinonlinelecturevideos-2014","role":"author","urls":{"Paper":"http://dspace.mit.edu/handle/1721.1/90413"},"metadata":{"authorlinks":{}}},"bibtype":"article","biburl":"https://api.zotero.org/users/4133931/collections/94TFQQ77/items?key=JQpD2yoHZBdzWSJXbvgjykiz&format=bibtex&limit=100","dataSources":["z33DpvJoWECq7Jjdo"],"keywords":[],"search_terms":["understanding","video","dropouts","interaction","peaks","online","lecture","videos","kim","guo","seaton","mitros","gajos","miller"],"title":"Understanding in-video dropouts and interaction peaks in online lecture videos","year":2014}