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Traces in video portals: The potential of user generated data for the design of effective educational videos

WorkgroupPerception and Action Lab
FundingIWM budget resources
Project description

In nearly all educational settings (schools, universities, further education), videos play an increasingly large role. On video portals learners can deepen and broaden their acquired knowledge and while watching they leave traces like pauses or skips. This cooperation project investigates how such usage data in conjunction with videos automatically prepared under pedagogical and psychological considerations can be harnessed to make video learning adaptive and effective.

In cooperation with the Technische Informationsbibliothek Hannover and the German Institute for Adult Education - Leibniz Centre for Lifelong Learning we will explore the technical implementation of usage data acquisition, the automatic extraction of film characteristics and content, and development of pedagogically and psychologically sound algorithms for preparing, enriching, and providing videos for learning. The technical implementation and advancement of such functionalities in the video portal of the Technische Informationsbibliothek is iteratively guided by experimentally gathered pedagogical and psychological findings of this project. The project focusses on researching how we can support learners with these automatically generated measures based on user data. Studies therefore investigate, for instance, the most effective placement and most suitable characteristics of automatically generated knowledge questions in a video, the influence of automatically positioned visual cues for relevant content, or the effect of inserting pauses to structure videos. An additional aim is to gather insights on how to design other structure-giving elements like video playlists to improve learning (e.g. sorting according to complexity or content homogeneity). Simultaneously, a main question is how such elements generated through algorithms or artificial intelligence (video playlists/knowledge questions) are perceived and accepted and how knowledge on the generation via algorithm affects learning success. Insights gathered in this project can make the integration of video learning portals more efficient and effective for teachers and students in educational contexts such as schools and universities.

  • Dr. Martin Merkt, German Institute for Adult Education - Leibniz Centre for Lifelong Learning

  • Prof. Dr. Ralph Ewerth, Technische Informationsbibliothek

  • Dr. Anett Hoppe, Technische Informationsbibliothek


Merkt, M., Hoppe, A., Bruns, G., Ewerth, R., & Huff, M. (2022). Pushing the button: Why do learners pause online videos? Computers & Education, 176, Article 104355. [Data] Open Access