Khan-Style Video Engagement in Undergraduate Engineering:Influence of Video Duration, Content Type and Course
Year: 2020
Type: conference-paper
Abstract: CONTEXT Although traditional video styles such as filming educators during face-to-face classes and narrating static slides continue to dominate the higher education landscape, pockets of more innovative practice have emerged. One such example is “Khan-style” videos where mathematical working drawn on a tablet screen is narrated in real-time. Previous research has shown students interact far more actively with these videos, however there remains limited guidance to support educators in developing these resources to maximise engagement. Moreover, the literature has called for further research using implicitly collected engagement data to assess whether trends in a highly influential study conducted in the massive open online course (MOOC) context by Guo et al. (2014) are also observed in higher education. PURPOSE This study uses implicitly collected data to determine the influence of video length, content type (recapping information versus demonstrating examples) and course on engagement for Khan-style videos embedded in engineering courses. It also aims to compare results to Guo et al. (2014) to reveal whether context (MOOC versus higher education) plays a role. APPROACH Khan-style videos were developed and integrated into three undergraduate engineering courses with engagement data collected between 2016 and 2018. The influence of video length, content type and course on average view duration were investigated using linear regression analysis. Median results were also compared to Guo et al. (2014). OUTCOMES A linear relationship between video length and average viewing duration was observed. On average, students engaged with videos recapping content longer than those demonstrating examples. Dynamics videos received the greatest viewing times, followed by Mechanics, and then Control Systems. Comparisons to Guo et al. (2014) showed engagement in the higher education context was considerably less sensitive to video length than for the MOOC context. CONCLUSIONS Video length is the primary factor influencing average video view duration, with content type and course secondary factors. As a highly linear relationship between video length and average view duration was observed, educators should not be discouraged from developing extended Khan-style videos as these would be expected to receive steadily longer viewing durations. However, the proportion of viewing time does decrease with increased video length.
Author: Sarah Dart
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3110775012