A Study on the Development of Game-based Mind Wandering Judgment Model in Video Lecture-based Education

Authors

  • Jaechoon Jo Korea University
  • Yeongwook Yang Korea University
  • Heuiseok Lim Korea University

DOI:

https://doi.org/10.46604/peti.2018.2748

Keywords:

online education, e-assessment, flipped classroom, judge system, minimum learning activity

Abstract

Although video lecture materials are very efficient learning materials, they are likely to be unilateral learning materials by the lecturer. It is easily degraded to be one-sided learning, which has been considered as a problem of online education, and it is difficult to judge whether learners are actually learning. Therefore, in this paper, a minimum learning activity judgment model that can automatically determine if they actually learn through mind wandering judgment was proposed to overcome the limitations of previous learning materials, and educational effect verification experiment was performed. Experiment results show that the video lecture class using the minimum learning activity judgment system was effective in improving the academic achievement.

References

D. F. O. Onah and J. Sinclair, “Learners expectations and motivations using content analysis in a MOOC,” EdMedia 2015 - World Conference on Educational Media and Technology, vol. 2015, no. 1, June 2015, pp. 185-194.

C. J. Bonk, M. M. Lee, T. C. Reeves, and T. H. Reynolds, MOOCs and open education around the world, United Kingdom: Routledge, 2015.

J. Jang, I. Ko, and C. Jeong, “The impact of e-learning system characteristics on learner commitment and satisfaction,” Journal of Information Technology Applications & Management, vol. 15, no. 1, pp. 99-116, 2008.

D. S. Zhang, L. Zhou, R. O. Briggs, and J. F. Nunamaker Jr. “Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness,” Information & management, vol. 43, no. 1, pp. 15-27, January 2006.

M. T. H. Chi, “Active‐constructive‐interactive: A conceptual framework for differentiating learning activities,” Topics in cognitive science, no.1, no. 1, pp. 73-105, January 2009.

P. Pham and J. T. Wang, “AttentiveLearner: improving mobile MOOC learning via implicit heart rate tracking,” Proc. International Conf. Artificial Intelligence in Education, Springer Press, June 2015, pp. 367-376.

Downloads

Published

2018-10-11

How to Cite

[1]
J. Jo, Y. Yang, and H. Lim, “A Study on the Development of Game-based Mind Wandering Judgment Model in Video Lecture-based Education”, Proc. eng. technol. innov., vol. 10, pp. 08–12, Oct. 2018.

Issue

Section

Articles