Using Time-Anchored Peer Comments to Enhance Social ... · Social 52.4% t 70.0% 21 Statically displaying content-related comments enhanced learning outcomes. How the experimental

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


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


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


5

Time-Anchored Commenting

I feel …

5



I feel …

5



5



I feel …

5


6

Online Education 6

+


Online Educational Video

7

Experiment

7

+



Research HypothesesExperiment

+



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.


8

Content-related comments result in better learning outcomes than social-oriented comments.


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


Pretest

5 Conditions

17

Randomly assigned to each participant with equal probability


Pretest

Posttest

Questionnaire

17


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


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


Social-oriented comments are desirable.

Comment number left by participants

Social Content

No Comment27


”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)

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Social-oriented

Conclusion

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Display comments enhanced perceived engagement.

Conclusion

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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

Documents

Using Time-Anchored Peer Comments to Enhance Social ... · Social 52.4% t 70.0% 21 Statically displaying content-related comments enhanced learning outcomes. How the experimental