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Using Time-Anchored Peer Comments to Enhance Social Interaction in
Online Educational VideosYi-Chieh Lee, Wen-Chieh Lin, Fu-Yin Cherng, Hao-Chuan Wang,
Ching-Ying Sung, Jung-Tai KingNational Chiao Tung University, National Tsing Hua University, Taiwan
Online Education
1
Online Education
Self Education
2
Online Education
Flipped ClassroomSelf Education
In Class
Out of Class
2
Online Education
• Lack of Social Interaction• Hinder Learning Performance
[cf. Kizilcec et al., 2014; Abrami, P. C et al., 2001;27]
3
Synchronous Asynchronous
Discussion BoardChatroom
4
Asynchronous
Discussion BoardChatroom
Lack of Deep ReflectionVarious Time Zone
Lack of Immediate FeedbackFew Learner Engagement
Synchronous
[cf. Huang, J et al., 2014; Branon, R. F et al., 2001] 4
Asynchronous
Discussion BoardChatroom
Lack of Deep ReflectionVarious Time Zone
Lack of Immediate FeedbackFew Learner Engagement
Synchronous
[cf. Huang, J et al., 2014; Branon, R. F et al., 2001]
Time-Anchored Comment
Time-Anchored Comment
5
Time-Anchored Commenting
I feel …
5
Time-Anchored Comment
Time-Anchored Commenting
I feel …
5
Time-Anchored Comment
Time-Anchored Commenting
5
Time-Anchored Comment
Time-Anchored Commenting
I feel …
5
Time-Anchored Comment
6
Online Education 6
+
Time-Anchored Comment
Online Educational Video
7
Experiment
7
+
Time-Anchored Comment
Online Educational Video
Research HypothesesExperiment
+
Time-Anchored Comment
Online Educational Video
7
Research Hypothesis #1
Time-anchored comments enhance perceived engagement.
8
This effect is more marked as the number of content-related comments increases.
Dynamically displaying comments enhance perceived social interactivity and make learners leave more comments.
Research Hypothesis #2
8
Content-related comments result in better learning outcomes than social-oriented comments.
Research Hypothesis #3
8
Experimental Design
Stage A• 50 Participants• Complete 3 Course Videos Online• Collect Comments
9
Stage BStage A• 50 Participants• Complete 3 Course Videos Online• Collect Comments
Course Number of Comments
Neural Science 430Economics 420Philosophy 427
Experimental Design
10
• 52 Participants• Complete 3 Course Videos in Lab• Factors: Comment Type & Display Type
Stage B
Experimental Design
11
Comment Type
Social-OrientedContent-Related
“Law of demand: …” “The instructor could speak slowly.”
(Economics Course) (Neural Science Course)
12
Note, Question, Opinion…
Off-topic conversation, Joke,…
Display Type
13
Comment Type X Display Type
Experiment Conditions
14
Dynamic Content-related
Dynamic Social-oriented
Static Content-related
Static Social-oriented
BaselineNo Comment
Experiment ConditionsComment Type X Display Type
14
Experiment Conditions
Dynamic Content-related
Dynamic Social-oriented
Static Content-related
Static Social-oriented
BaselineNo Comment
Comment Type X Display Type
Measure Participants’ Experience 14
Measure
• After Watching Video
Questionnaire
Perceived Social Interactivity
I feel attached to these people who interact on this video course
Perceived Engagement
I was so involved in this course that I lost track of time.
[cf. O’Brien, H. L. et al., 2010]
[cf. Zhang, S. et al., 2011;Granovetter, M. et al., 1983.]
15
Strongly Disagree
Strongly Agree
• Pretest & Posttest • Questions From
Course Content
Learning OutcomesWhat is Reward System? Please give a brief explanation. (Neural Science Course) ”
What is Law of Demand? Please give a brief explanation. (Economics Course) ”
Measure
16
Experiment Procedure
Pretest
17
Experiment Procedure
Pretest
5 Conditions
17
Randomly assigned to each participant with equal probability
Experiment Procedure
Pretest
Posttest
Questionnaire
17
Experiment Procedure
Pretest
Posttest
Questionnaire
Interview
17
Results
Whether time-anchored comments made the learners perceive more engagement?
Mea
n Sc
ore
No Comment
*
Comments enhanced perceived engagement.
18
Time-Anchored Comments
2.743.45 3.38 3.14 3.38
What is the influence of display type on participants’ perceived social interactivity?
Dynamic Static
Mea
n Sc
ore
*
19
Dynamic display enhanced perceived social interactivity.
3.573.23
Whether time-anchored comments could help participants to learn better?
No Comment
Dynamic Content
Dynamic Social
StaticContent
StaticSocial
52.4%66.7% 67.0% 70.0% 65.5%
Mea
n Sc
ore
of P
ostte
st
20
Comments didn’t hinder learning outcomes.
[cf. Anderson, T. et al., 2008; Bransford, J. D. et al., 2000]
*
No Comment
Dynamic Content
Dynamic Social
StaticContent
StaticSocial
52.4%70.0%
Mea
n Sc
ore
of P
ostte
st
21
Statically displaying content-related comments enhanced learning outcomes.
How the experimental factors influence the participants’ commenting behaviors?
No Comment Dynamic Static
Num
ber o
f Com
men
t
1.1
7.8 8
22
Display Type didn’t affect intention to leave comments.
Social Content
Num
ber o
f Com
men
t
1.1
9.4
6.4
*
No Comment
23
Social-oriented comments increased intention to leave comment.
Num
ber o
f Com
men
t
No Comment
Dynamic Content
Dynamic Social
StaticContent
StaticSocial
Social-oriented
Content-related
1.1
2.8
5
3.64.4
1.30.4
1.7 1.6 1.5
24
Social-oriented comments didn’t distract learners from leaving content-related comments.
Design Implications
Perceived Engagement
Perceived Social Interactivity
Comment Number
Learning Outcomes
Design Implication #1
Video-centered, time-anchored comments exchange supports collaborative learning.
Time-Anchored CommentsNo Comment
Time-Anchored CommentsNo Comment
25
**
Perceived EngagementLearning Outcomes
Design Implication #1
Dopamine? Dopamine is…
“Some users noted the important or complex contents of the courses, and I can read these notes after watching the course video.” (S2)
26
Design Implication #2
Social-oriented comments are desirable.
Comment number left by participants
Social Content
No Comment27
Design Implication #2
”There are lots of interesting comments in the video. I’d like to read and respond to those comments when I feel something is boring in the courses.” (S15)
28
Social-oriented
Conclusion
29
Dynamic display enhanced perceived social interactivity.
Display comments enhanced perceived engagement.
Conclusion
30
Dynamic display enhanced perceived social interactivity.
Display comments enhanced perceived engagement.
Acknowledgement
101-2628- E-009-021-MY3, 102-2221-E-009-082-MY3, 102-2221-E- 007-073-MY3, and UST-UCSD
Taiwan Ministry of Science and Technology (MOST)
International Center of Excellence in Advanced Bioengineering Taiwan MOST I-RiCE Program
103-2911-I-009-101
Anonymous ReviewersFor insightful comments
LimitationLab Setting Experiment
Lack of Contextual Factors
Future WorkDeployment Studies
Actual Online learners
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