The influence of teacher annotations on student learning engagement and video watching behaviors

While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course vid...

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Published inInternational Journal of Educational Technology in Higher Education Vol. 18; no. 1; pp. 1 - 17
Main Author Tseng, Sheng-Shiang
Format Journal Article
LanguageEnglish
Published Cham Springer International Publishing 18.02.2021
BioMed Central, Ltd
Springer Nature B.V
SpringerOpen
Subjects
Annotations
Attention Control
Colleges & universities
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Control Groups
Documentation
Educational Resources
Educational Technology
Foreign Countries
Higher Education
Humanities
Information Systems Applications (incl.Internet)
Law
Learner Engagement
Learning
Learning engagement
Online Courses
Questions
Research Article
Statistics for Social Sciences
Student Behavior
Students
Teacher annotation
Teachers
Undergraduate Students
Video
Video annotation tool
Video Technology
Video watching behavior
Taiwan
Video watching behavior
Teacher annotation
Learning engagement
Video annotation tool
Online AccessGet full text
ISSN2365-9440
2365-9440
DOI10.1186/s41239-021-00242-5

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Abstract While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course videos. Forty-two students in an undergraduate course at a university in Taiwan were randomly divided into a control group that watched a course video without teacher annotations, and an experimental group that watched a course video with teacher annotations. The collected data included a learning engagement survey, students’ video watching behaviors, and student interviews. The results showed that there were differences in student learning engagement between the control and experimental groups. The teacher annotations increased students’ behavioral and cognitive engagement in watching the video but did not increase their emotional engagement. In addition, this study identified how students learned when watching the course video with the teacher annotations through highlights of the video content, literal questions, reflective questions and inferential questions. The results concluded that teacher annotations and student learning engagement were positively correlated. The students acknowledged that their retention and comprehension of the video content increased with the support of the teacher annotations.
AbstractList Abstract While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course videos. Forty-two students in an undergraduate course at a university in Taiwan were randomly divided into a control group that watched a course video without teacher annotations, and an experimental group that watched a course video with teacher annotations. The collected data included a learning engagement survey, students’ video watching behaviors, and student interviews. The results showed that there were differences in student learning engagement between the control and experimental groups. The teacher annotations increased students’ behavioral and cognitive engagement in watching the video but did not increase their emotional engagement. In addition, this study identified how students learned when watching the course video with the teacher annotations through highlights of the video content, literal questions, reflective questions and inferential questions. The results concluded that teacher annotations and student learning engagement were positively correlated. The students acknowledged that their retention and comprehension of the video content increased with the support of the teacher annotations.
While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course videos. Forty-two students in an undergraduate course at a university in Taiwan were randomly divided into a control group that watched a course video without teacher annotations, and an experimental group that watched a course video with teacher annotations. The collected data included a learning engagement survey, students' video watching behaviors, and student interviews. The results showed that there were differences in student learning engagement between the control and experimental groups. The teacher annotations increased students' behavioral and cognitive engagement in watching the video but did not increase their emotional engagement. In addition, this study identified how students learned when watching the course video with the teacher annotations through highlights of the video content, literal questions, reflective questions and inferential questions. The results concluded that teacher annotations and student learning engagement were positively correlated. The students acknowledged that their retention and comprehension of the video content increased with the support of the teacher annotations.
ArticleNumber 7
Audience Higher Education
Postsecondary Education
Author Tseng, Sheng-Shiang
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  surname: Tseng
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  organization: Graduate Institute of Curriculum and Instruction, Tamkang University
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Snippet While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and...
Abstract While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos...
SourceID doaj
proquest
eric
crossref
springer
SourceType Open Website
Aggregation Database
Index Database
Enrichment Source
Publisher
StartPage 1
SubjectTerms Annotations
Attention Control
Colleges & universities
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Control Groups
Documentation
Educational Resources
Educational Technology
Foreign Countries
Higher Education
Humanities
Information Systems Applications (incl.Internet)
Law
Learner Engagement
Learning
Learning engagement
Online Courses
Questions
Research Article
Statistics for Social Sciences
Student Behavior
Students
Teacher annotation
Teachers
Undergraduate Students
Video
Video annotation tool
Video Technology
Video watching behavior
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Title The influence of teacher annotations on student learning engagement and video watching behaviors
URI https://link.springer.com/article/10.1186/s41239-021-00242-5
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1289144
https://www.proquest.com/docview/2490398050
https://doaj.org/article/472f3fd0a26747b5a5c1682d3a93136c
Volume 18
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